This study investigated the effects of utilizing corpus tools on university EFL student teachers' learning and production of verb-noun collocations. The participants were 60 first-year student teachers in an English Language Teaching Department of a state university in Turkey. The research followed a pre and post-test quasi-experimental research design in which two classes participated in experimental and control groups. Both quantitative and qualitative research methods were used. Quantitative data were collected via a Collocation Knowledge Test which was administered as a pre and post-test. In addition, student teachers' writings before and after the implementation were investigated for tracking the production of collocations. Moreover, participants' opinions about the use of corpus tools were collected via a survey. The quantitative data were analyzed by running ANCOVA tests. Though the participants in the experimental group performed slightly better than the ones in the control group on the collocation knowledge test, this difference was found to be statistically non-significant. However, there was a statistically significant difference between the groups in terms of production of the collocations. Almost all of the student teachers found concordancing tools very helpful in learning of collocations. The results were discussed regarding exposure to authentic data and integrating corpus consultation into EFL classrooms.