Abstract
The purpose of this research is to evaluate the readiness of future primary school teachers for trilingual teaching with CLIL technology. Qualitative research method was used in the study. A semi-structured interview form prepared by the researchers was used to collect the data. 160 teacher candidates studying at various universities in Kazakhstan in the 2020-2021 academic year participated in the research. As a result of the research, it was determined that the primary school teacher candidates' readiness for trilingual instruction with CLIL technology was insufficient. Research findings revealed the necessity of reorganizing the learning curricula in higher education programs in order for primary school teacher candidates to gain competence in the field of trilingual education with CLIL technology. Keywords: Content and Language Integrated Learning, CLIL technology, trilingual education, teacher competencies, teacher opinions