The article is devoted to the urgent problem of training future teachers of language and literature for cross-cultural education of students in a multicultural environment. The aim of the article is to systematize and generalize scientific research on the preparation of future teachers of language and literature for cross-cultural education of students in a multicultural environment. Based on the study of existing views, it was determined that the preparation of qualified teachers of language and literature for cross-cultural education of students in a multicultural environment is one of the main tasks of nowadays in the modern education system of Ukraine. According to the Concept of Pedagogical Education, Ukraine is a multicultural and multinational state, taking into account the fact that the educational system deals with a complex, ethnically diverse, culturally and mentally heterogeneous contingent, the education of citizens in the environment of the country’s national culture is of particular importance. And this requires updating the methodology and content of language and pedagogical training. The author clarifies the meaning of the concept of cross-cultural learning – an organized activity that takes place in a multicultural educational environment, aimed at the study, assimilation and comparison of different cultures, as well as the formation of multicultural values and skills of intercultural interaction and the acquisition of experience in intercultural communication. It has been confirmed that the development trend of multicultural training of future language and literature teachers is aimed at openness, accessibility to other cultures and involves their personal and cultural development based on involvement in cross-cultural activities, forming values, adequate views and attitudes. The specifics of training future teachers of language and literature for cross-cultural education of students in a multicultural environment have been determined as a process characterized by the generalization of professional inclinations, knowledge, abilities and skills aimed at organizing cross-cultural education of students in a multicultural educational environment. It has been confirmed that the result of this process is the readiness of future language and literature teachers for cross-cultural education of students in a multicultural environment.