The article looks into the theoretical study of the development of multicultural competence of pre-service English language teachers at primary school and experimental verification of the effectiveness of CLIL implementation as a key method for developing multicultural competence. Based on the theoretical analysis of the latest researches, the definition of multicultural competence of pre-service English language teachers at primary school is made. CLIL is presented as a key method that involves the socio-cultural component, which defines the strategies of planning pre-service teachers’ communicative behaviour in multicultural environment, integrates into the content of the academic disciplines of pre-service English teachers’ professional linguistic training. The experimental research is carried out at the Faculty of Primary, Technological and Vocational Education at SHEI “Donbas State Pedagogical University”. Based on the data gained from the experimental research, the feasibility and effectiveness of the CLIL implementation is proved.