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Abstract: The article addresses a current problem of teachers’ training to work with migrants’ children in additional vocational education. The revealed ethno-pedagogical nature of the problems, the peculiarities of activities for adaptation of migrants’ children and requirements of professional standard “Teacher” allow to consider ethnopedagogical competence as a key factor of teachers’ training. It consist of the unity of three components: personal (formation of positive ethnic identity, ethnic tolerance, effective empathy), cognitive and operational (mastering ethnopedagogical and social and psychological knowledge and abilities), praxeological (ability to successfully solve problems of adaptation of migrants’ children). The opportunities of additional vocational education are considered in structural model as theoretical basis of educational process of formation of ethnopedagogical competence. They are: functional (diagnostic, compensatory and acmeological) and pedagogical (a combination of formal, informal education for achievement of educational result, variability of forms, methods, terms of training and assessment, orientation to experience of students and activity result). Pedagogical conditions of realization of teachers’ training arе described. The first is modularity and variability of programs of professional development of teachers, their focus on various levels of formation of components of ethnopedagogical competence of the teachers working with migrants’ children. The second is planning the content of training on the basis of the competence-focused tasks, which act as integrative didactic units of content of technology of formation of ethnopedagogical competence of teachers. The third is the expert’s individual assistance to teachers at all levels promoting integration of opportunities of formal and informal additional vocational education. Approbation of the model, pedagogical conditions and its results are described.