The article examines the current teacher education curricula in the North-Eastern region of Austria (Vienna and Lower Austria) from the disciplinary perspective of German as a second language teaching and plurilingual education. We discuss the results ofthis analysis by considering three main aspects: firstly, the revisions made to the current curricula in Austrian schools, which were substantial by January 2023; secondly, the increasing linguistic diversity observed in Austrian classrooms; thirdly, the competence models for teaching in linguistically diverse settings. Finally, we highlight the necessary revisions to the teacher education curricula in Austria to ensure comprehensive qualification for future teachers and contribute to addressing issues of inequality and discrimination within the school system. In this regard, we rely on empirically derived recommendations for the education system, as weil as national and international guidelines and principles such as the Viennese recommendations for language policy (2022) or recommendations for plurilingual and intercultural education by the Council ofEurope, along with the framework for plurilingual didactic competences (COMPASS).