Due to increasing internationalisation and migration tendencies, linguistically and culturally homogenous learner groups are gradually disappearing. This thesis discusses the importance accorded to the promotion of plurilingualism and pluriculturalism in the Austrian education system. The focus lies on secondary school teaching for German, English and Romance languages, illustrating how plurilingualism and pluriculturalism are integrated in teacher education for this stage. In addition to terminological explanations, the theoretical part of the paper comments on the relationship between language and culture and introduces important findings of language acquisition and motivation research. After a presentation of the demographic and linguistic situation of Austria, the place which is accorded to plurilingualism and pluriculturalism in the curricula for AHS Unterstufe and NMS is examined. In addition, the thesis analyses how other important documents for language teaching deal with this topic. This part of the thesis ends with an overview over the main challenges for a promotion of plurilingualism and pluriculturalism. The empirical part takes up one of these points and sheds some light on Austrian pre-service teacher education for the above mentioned languages. Firstly, the observations made during an expert interview are presented. Secondly, the old and new curricula for teacher training at the Karl-Franzens-Universität Graz and the Pädagogische Hochschule Steiermark are discussed with regard to their implementation of plurilingual and pluricultural approaches. In addition, other important documents for teacher education are analysed. Finally, the results of a questionnaire survey regarding the attitudes of future language teachers towards plurilingualism and pluriculturalism and their experiences in this area are presented. What is more, the question to what extent individual multilingualism and multiculturalism are discussed in their studies is raised.