"The European portfolio for student teachers of language" (EPOSTL) (Newby et al., 2007) was designed as a self-assessment tool, as well as a means to stimulate reflection on the student teacher's didactic knowledge and skills necessary to teach languages. We will scrutinize the aims set by the authors of the EPOSTL and see whether the stuents perceive it as "an instrument to promote professional growth through reflection and dialogue" and "a means of enhancing autonomous learning." Fourthermore, we will examine the self-assessment section and select the most relevant descriptors of competences related to intercultural language teaching. Finally, we will discuss to what extent the EPOSTL enhances the future teachers' development to perform the role of intercultural mediatoors in a growing multilingual and multicultural environment.