In general, curricula for language teacher education programmes follow some iteration of Schulman’s original framework (1986), which, at its most basic, distinguishes content knowledge and pedagogical knowledge. Other components such as technological knowledge (Mishra and Koehler 2006), wisdom of practice, and research (Farr and O’Keeffe 2019) have since been used to imbue and expanded Shulman’s original conceptualisation. In this chapter, we discuss how corpus-based approaches easily align with various curricular components in ways which ultimately enhance the pedagogic approaches utilised with practising and prospective language teachers. To do this, we draw on Farr and Leńko-Szymańska’s (2023) tripartite framework, which articulates the potential modes of corpus integration in teacher education programmes. These include: corpus literacy (CL), which focuses primarily on subject content and technological knowledge; corpus-based language pedagogy (CBLP), which focuses primarily on pedagogical content knowledge; and corpus-based reflective practice (CBRP), which focuses primarily on pedagogical content knowledge, wisdom of practice and research.