The modern issues of global developmental trends emphasize "a prime importance in sustainable development that is to meet the needs of the present without compromising the ability of future generations to meet their own needs" (Zimmermann, 2003, p. 9). Thus, the life necessity to develop the system of two perspectives, namely, external and internal, reveals student teacher professional development to promote the sustainable development of innovation-friendly societies to transform social capital into economic growth (Lifelong Learning for Creativity and Innovation, 2008, p. 5). Contemporary teachers need to become more cognizant and more responsive to the emerging needs of the market for educational services. Social dimension of Web 2.0 which penetrates our society more thoroughly with the availability of broadband services has the potential to contribute decisively to the sustainable student teacher professional development. However, the success of social dimension of Web 2.0 in student teacher professional development requires needs analysis to be considered. Aim of the following paper is to analyze the student teachers' needs in social dimension of Web 2.0 within student teacher professional development on the pedagogical discourse. The meaning of the key concepts of "social dimension of Web 2.0" and "needs analysis" is studied. The results of the empirical study within a multicultural environment emphasize that needs analysis of social dimension of Web 2.0 contributes to the use of social dimension of Web 2.0 by student teachers within student teacher professional development. The conclusion reveals that the social dimension of Web 2.0 in student teacher professional development is an opportunity for enhancing student teacher experience as a condition for creation of new knowledge. The recommendation here is an outlook on the social dimension of Web 2.0 within student teacher professional development as a basis for providing the system of external and internal perspectives. (Contains 5 figures.)