The article presents the results of the study of psychological peculiarities of metacompetence formation in future teachers-psychologists. Metacompetence is a phenomenon that has entered modern educational practice in recent years. Formation of metacompetence in the process of university training is a key aspect for successful professional activity. The work of an educational psychologist implies that he/she faces multidimensional problems that require an interdisciplinary approach. An educational psychologist should not only possess professional knowledge, but also develop personal and metaprofessional qualities. The aim of the research was to study the psychological features of metacompetence formation in future pedagogical psychologists. The psychological mechanisms of metacompetence formation in future teacher-psychologists are such indicators as: ability to reflection; integration of knowledge and experience; development of critical thinking; management of own emotions and stress resistance. The methods of forming metacompetence in future pedagogical psychologists should be: reflective learning; case methods and problem-based learning; practical internship and experience; trainings on the development of emotional intelligence. The obtained experimental results on the formation of metacompetence allow us to assert that metacompetent psychologists and teachers have emotional maturity, empathic, ready to adapt flexibly to new conditions, while remaining effective, communicative and competitive.