What makes up core knowledge in second language teacher education (SLTE) is complicated by the fact that this field draws from a variety of disciplines. This core knowledge base in SLTE has been assembled from fields like linguistics, psycholinguistics, social linguistics, and education. There are numerous questions concerning the base of core knowledge from within the beliefs, theories and practices of teachers in SLTE. Richards (1998) isolates these multifaceted, yet integrated activities, into points of reference that constitute the core knowledge base of SLTE. Using his points of reference as a guide, we investigated current research to illuminate the status of theories and skills within a teacher’s core knowledge and teacher education programs.