Initial teacher education (ITE) needs to respond to the huge increase in research in neuroscience that informs our understanding of learning. Educational applications of cognitive psychology, in particular from the field of memory, are strongly evident in government policy documents in England, but as yet the wider contribution of educational neuroscience is not explicit. ITE needs to open trainee teachers' thinking to these perspectives and what can be learned from them, but also needs to examine them critically and in relation to other forms of educational knowledge and aims. This article explains how one university is taking an interdisciplinary approach to this challenge to develop their ITE curriculum.