The article deals with a theoretical analysis of foreign educational experience in solving scientific problems of forming future teachers' aesthetic culture. Given the current socio-cultural situation, it has been noted that a teacher who developed his/her aesthetic culture can make a direct contribution to the social and cultural challenges of a changing world. Based on the study of scientific and pedagogical literature, normative and legal support and the content of practical courses, the author has revealed the peculiarities of forming future specialists' aesthetic culture in foreign countries (Japan, Germany, Canada, the United States, England). Special attention has been paid to the aesthetic potential of fine arts in forming future teachers' aesthetic culture, which ensures the harmony of intellectual and aesthetic development of personality, enriches the emotional and sensual sphere, develops cognitive and creative activities, aesthetic needs and tastes, stipulates for future teachers' involving in the process of artistic and aesthetic culture of the nation. The performed analysis proves that the forming of future teachers' aesthetic culture should be based on the intercultural approach; the ideas of interrelation between aesthetic and ecological in aesthetic education; integration relations between powerful potential of fine (visual) arts, environmental science and aesthetic creativity. The experience of foreign educational practice may be adopted by domestic universities to form individual aesthetic culture of future teachers.