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This paper is aimed to present the analysis of the current situation of the studies on the Montessori Method in primary schools. This study adopted a meta-synthesis design to interpret and evaluate the qualitative findings of the studies and to point out their similarities and differences to make further interpretations. Data collection started on August 1, 2020 was completed May 30, 2021. The sample consisted of 16 studies.The data were analyzed using inductive content analysis. The studies were summarized under the headings of subject matter, design, data collection tools, objective/significance, results and recommendations. As for subject matters, the studies did an in-depth analysis of the Montessori Method, examined school atmosphere, provided detailed information on learning environments, and compared the Montessori Method to other models. The studies employed data triangulation to ensure credibility and consistency. The samples of the studies consisted of first-grade students, teachers, and documents. The studies did not address the Montessori Method in different branches. The Montessori Method has something in common with other methods, which is “World Citizenship.” The Montessori Method is based on individual assessment. The findings were discussed throughly literature and various suggestions were made.