The purpose of this study is to investigate the curricular manifestation of summative assessment literacy in language pre-service teacher education at three universities in Sweden and Finland through multiple case studies. Data sources included program guidelines, course curricula, and study guides. A thematic approach was used to analyze the data based on a theoretical framework involving conceptual understandings, skills, and dispositions in summative assessment. The results indicate that all programs emphasize the basic assessment concepts such as validity and alignment and using assessment to inform teaching and learning. However, compared with formative assessment, summative assessment receives less attention in the curriculum. There are differences in addressing summative assessment through stand-alone and embedded courses and in the literacy areas covered. Implications for teacher education to address summative aspects of assessment in line with teachers' tasks in schools are offered.