Communication is central in educational contexts, as teachers facilitate learning and students demonstrate their learning through the use of language. Spoken classroom discourse practices have a profound effect on both learning environments and learning processes. For this reason, analysis of spoken classroom discourse has played a crucial role in providing important insights into the complex nature of classroom structures, interactions, and relationships. While various approaches have been used to analyze spoken classroom discourse over several decades, most of these analyses have centered on the micro-levels of teacher–student interaction, focusing particularly on the ubiquitous “triadic dialogue” (Lemke, 1990), or the three-part exchange structure referred to as the IRF: teacher initiation, student response, and teacher feedback (Sinclair & Coulthard, 1975). Until fairly recently, however, few researchers have approached the analysis of spoken classroom discourse from a corpus linguistic perspective. After briefly reviewing corpus approaches to the analysis of spoken classroom discourse, this chapter reports on a corpus-based analysis of the discourse marker you know in second-language (L2) teacher talk to illustrate how spoken classroom discourse could be analyzed through a corpus-based approach. The chapter concludes with some directions for future research in which corpus approaches can be used to analyze spoken classroom discourse.