This chapter presents the concept of epistemic coherence and discusses its implications for researchers and practitioners in teacher education. Epistemic coherence is conceptualized as an emergent achievement comprising two key components: a) student teachers creating relations between a range of knowledge resources or modes of knowledge production and b) student teachers creating personal relationships with professional knowledge. This analytical approach can help move beyond conceptualizations of a theory–practice gap and other dichotomies that characterize existing research on knowledge use in teacher education and serve to open up the black box of how knowledge relations are constructed in teacher education.