MOOCS correspond to an educational innovation that has generated significant academic interest in recent years, due to their possibilities of access and democratization of knowledge. However, most MOOCS-related literature is addressed from the student’s perspective, so there is a gap in the analysis of the role and implications of the teacher in the teaching-learning processes in this type of environment. In accordance with the above, this article aims to analyze the literature available on MOOCS from the instructor’s perspective. For this purpose, a systematic literature review was carried out using the Scopus database. The results revealed four thematic categories on MOOCS from the teacher’s perspective: first, MOOCS as a teacher training strategy; second, teacher’s perceptions of this type of courses; third, the teaching role in the design and development of courses; and fourth, the motivations and challenges for teaching in this type of environment. The conclusions highlight the need to further deepen the role of teachers in MOOCS training. Likewise, the need to advance in the systematization of teaching competences that could be enhanced by the use of MOOCS in the educational field is raised.