This systematic review examines the impact of Conceptual Metaphor Theory (CMT) on English language teaching (ELT), aiming to elucidate how CMT enhances understanding, retention, and application of complex linguistic structures in various educational contexts. The study adhered to the Preferred Reporting Items for Systematic Reviews (PRISMA) guidelines, involving a thorough screening and evaluation of 14 peer-reviewed articles published between 2015 and 2024. These articles were selected from diverse educational settings, including university-level courses, refugee education centers, and professional development workshops. Data were collected and analyzed to assess the effectiveness of CMT in improving language proficiency. The review found that CMT significantly enhances students' comprehension and use of figurative language, improves writing proficiency, and aids in understanding discipline-specific terminologies in fields such as psychology and economics. Additionally, CMT was shown to increase cognitive accessibility, leading to better problem-solving skills and higher student engagement by effectively linking classroom learning to real-world applications. The study highlights CMT’s role in fostering both perceptual and conceptual learning, crucial for advanced language proficiency and the transfer of concepts across cultural and linguistic barriers. This review provides valuable insights for educators, curriculum designers, and policymakers, demonstrating the benefits of integrating CMT into ELT curricula. By adopting CMT-based teaching approaches, educational institutions can enhance cognitive development, linguistic abilities, and intercultural competence among learners.