In a theoretical article on the current issue of how to teach the culture of speech of future primary school teachers, an attempt is made to describe some well-known views, definitions of linguistic scholars by this term, to find out how linguists are the only ones in the interpretation of this category. And also on the basis of the concepts presented, the author characterizes what the speech of the future primary school teacher should be in order to be a model for a younger student in his education in a general educational institution. Analysis of various pedagogical sources makes it possible to talk about the traditionally established communicative qualities of speech culture in general and teachers in particular - this is correctness, richness, relevance, sufficiency, logic, accuracy, clarity, brevity, simplicity and emotional expressiveness, imagery, colorfulness, euphony, purity, emotionality, multifunctionality and the like. Among the aspects of the manifestation of the culture of speech, we highlight aesthetics: the use of expressive-stylistic means of language that make speech rich and expressive; communicative expediency: it is not enough to speak and write correctly, one must still be able to use words and expressions in accordance with the communicative situation. It is noted that the teacher’s speech culture should be ensured by: the correctness of the professional utterance associated with the observance of the language norm at the phonetic, lexical, grammatical, word-formation, stylistic levels; the accuracy of the wording (that is, a strict correspondence between the word and the concept that is designated by this word), since the concept of “accuracy” includes two aspects: accuracy in the reflection of actions and accuracy of the expression of thought in the word; the purity of speech, that is, the absence of elements in it that are not related to the norms of the literary language: stamps, semantic-non-self-dependent words (in fact, in fact, in a certain way, in fact, etc.), dialectisms, colloquial words, as well as words and phrases, in which interfering errors are made due to the influence of other languages in the Ukrainian language of students.