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Abstract: The article aims at clarifying the premises of modelling educational outcomes of second language (L2) teachers’preparation by defining two core aspects of their professional competence architecture. From the perspectives of the communicative competence approach and the plurilingual approach to language teaching, metalinguistic awareness and plurilingual mindset are presented as the L2 teacher’s core characteristics determining the efficiency of his/her professional functioning and the appropriateness of using L2 in a variety of professional contexts. The specific type of metalinguistic reflection emerging in prospective L2 teachers (teacher metalinguistic awareness) is described as including (1) performance-driven language awareness acquired as the consequence of the gradual accumulation of language use experience; (2) critical metalinguistic awareness rooted in theoretical linguistic thinking; (3) metalingual knowledge; (4) awareness of language from learner’s perspective. It is shown that professional plurilingual / pluricultural mindset provides the L2 teacher with a set of presuppositions, thought content and focus for mobilizing plurality of languages for effective communication and identifying resources for language teaching and professional communication by flexible adjusting integrated L1‑L2 repertoire. An attitude of openness and worldviews curiosity, a focus on recognizing cultural diversity and a purposeful engagement of the interrelated repertoire of several languages in communication are described among the key elements of professional plurilingual / pluricultural mindset. It is concluded that an intensive promotion of awareness-raising activities aimed at enhancing teacher metalinguistic awareness and plurilingual / pluricultural mindset are supposed to contribute to prospective L2 teachers’acquiring professional autonomy and the sense of professional self.