The chapter offers an updated view of corpus linguistics applied to the teaching of Spanish as a first and second language, encompassing both research and pedagogy. In the two areas, the usefulness of the corpora for the actors concerned in the teaching-learning process will be shown. Actors are researchers, teachers, learners, authors of educational materials, examiners and teacher trainers. The presentation reveals that the type of corpus (spoken, written, general, specialized, multilingual, learner corpus, among others) determines the use and exploitation of the resources not only as far as the involved actors are concerned but also depending on the specific area of study (phonic, morphosyntactic, lexical and discourse-pragmatic levels). With 343regard to those aspects, it has been noted that the treatment and annotation of the materials of the different corpora are of vital importance for their use in the field of Spanish language teaching, as they condition the information that can be searched and recovered from the texts. This is relevant from the perspective of the corpus as a data source and also for the use of corpus as a learning tool. By examining the different resources, investigations and materials specifically developed for the teaching of Spanish, the chapter gives an account of the current issues and future directions of corpus linguistics applied to a growing field of study in the years to come.