Research has shown that students in integrated teacher education programs often experience challenges in integrating the knowledge and skills they acquire in subject disciplines, didactics, and practice. This means that there is need for further research that takes the students' own narratives into account regarding this issue. The objective of this study is to present concrete recommendations for improving such knowledge integration (coherence) in the English teacher education program. We argue that these recommendations can form the basis for research-based quality work in teacher education, regardless of subject discipline. To assess the students’ needs, we conducted a qualitative needs assessment study through a survey and focus group interviews with current English teacher education students. The data was thematically analyzed, and two main themes formed the basis for our discussion. Our findings indicate that both the structure of the teacher education program and the content of individual courses play important roles in equipping the students for knowledge integration. For example, the students expressed a desire for a clearer rationale for the way theory and practice components are put together in their study program. Additionally, the students called for more two-way integration between didactics and disciplinary courses. Our findings also imply that all instructors involved in teacher education have crucial roles in facilitating students' ability to create coherence between the various components of their education. However, such quality work requires time, resources, and infrastructure for collaboration across disciplines. This work should also involve students, leadership, and school representatives.