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Abstract: The article considers the possibility of preparing linguists-translators for intercultural self-education. The purpose of the study is to determine the content of the preparation of future linguists-translators for self-education in the field of intercultural communication. The work analyzes the terminological apparatus, defines the terms “intercultural communication”, “intercultural competence” and “independent work”. The article also provides an activity classification of intercultural self-education, defined by the formula “intercultural differences + cognitive-productive actions with it”. The role of independent work for the learning process is revealed. The result of the study is to determine the range of skills necessary for the formation of readiness for intercultural self-education and their classification. According to the findings, the process of preparing future linguists for intercultural self-education should be aimed at the formation of two groups of skills: metacognitive skills of independent educational activity in the field of intercultural communication and subject-intercultural skills. The first group includes orientation and motivation skills for their cognitive actions, organization and planning skills, skills for implementing SR, self-monitoring and self-correction skills, and reflective and diagnostic skills. The second group of skills includes the ability to search, extract, accumulate and systematize theoretical and practical information about foreign language culture; skills of comparative intercultural analysis and identification of intercultural differences, their logical and value interpretation, including integration into existing knowledge and assessments; skills of practical communicative and applied extra-speech and theoretical application of the results of the interpretation of intercultural differences in professional and personal communication. The results can be used in the training of linguists-translators, as part of the course “Intercultural communication”.