Abstract. Introduction. In the conditions of the multinational Russian Federation, the task of preparing future teachers for the implementation of educational activities in a multicultural environment is relevant, the effectiveness of the solution of which is largely determined by the success of ethno-cultural socialization of students. Purpose: to determine the role of ethno-cultural values in the process of ethno-cultural socialization of future foreign language teachers. Materials and methods. In the course of the study, the author used a set of theoretical (analysis, synthesis) and empirical methods (testing, questionnaires). Results, discussion. The article considers the value component of ethno-cultural socialization as one of the structural components of ethno-cultural socialization of future foreign language teachers. The concept of “valuesˮ and the classification of values are considered. The formation of values, knowledge about moral norms and qualities that regulate relationships in society, determine attitudes in people's behavior, are among the components of successful ethno-cultural socialization of future teachers. Ethno-cultural values are considered as interrelated with humanistic, universal and ethnic values. To determine the value orientations of future teachers of foreign languages, we used the methodology of M. Rokich "Value orientations". According to the method of methodology interpretation, the system of value orientations of future foreign language teachers can be determined by understanding the individual pattern of the subjective structuring of the value system. We also conducted a survey among future teachers of foreign languages, including questions to determine their own ethno-cultural values. The scientific novelty of the article is that ethno-cultural values are considered as the most important components of the process of ethno-cultural socialization of future foreign language teachers. Conclusion. Ethno-cultural values are an important component of the process of ethno-cultural socialization of future foreign language teachers. At the same time, the conducted research showed that students have insufficiently formed groups of values of interpersonal communication and acceptance of others. In addition, students did not consider natural, historical and ethnic values as ethno-cultural values, which requires the organization of purposeful work in this direction – increasing the importance of ethnocultural values for future foreign language teachers.