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Abstract: The article reveals the problem of mastering communicative competence by students in pedagogical universities, as graduates of pedagogical universities in the implementation of professional activities train and educate the future generation, teach them to interact with society, enter into a professionally significant educational environment. The purpose of writing this article is to disclose some of the conditions for the mastery of students in pedagogical universities of communicative competence. The methodological basis of the study, reflecting the organization of the acquisition of communicative competence by students of pedagogical universities, is: the provisions of the theory of knowledge, the personality-oriented approach, the system approach, the system-activity approach, the competence approach. Research methods are: analysis of domestic and foreign studies, revealing communicative competence as mastering communication skills in a certain professional team, analysis of legal and legislative documentation defining the requirements for teaching communication in higher professional education. The results of this study is the possibility of providing communicative interaction between students and the teacher in the educational process in the process of using the techniques of problematization and dialogization, as well as during the passage of students of pedagogical universities of educational and work experience. The directions in the process of formation of communicative competence of graduates of pedagogical universities — future teachers of primary classes and teachers of preschool institutions are highlighted. The authors of the article testify to the necessity of implementing the following conditions in the organization of the educational process of bachelor students: helping students to comprehend their speech practice; to learn to navigate in different speech situations; to improve the ability to freely use oral dialogic speech, to create monologic statements; improve the ability to perceive audible speech in various situations and forms of communication. The authors come to the conclusion that the formation of the communicative competence of future specialists of preschool and primary education should be influenced by all components of the educational process as a whole (classroom, extracurricular forms of work, as well as opportunities for practice).