This paper considers the problem of development of nonverbal communication competence of future university teachers, highlights the relationships among the key research concepts: professional culture, communication competence, nonverbal communication. An analytical literature review shows that the problem of nonverbal communication is being discussed quite actively and the means of nonverbal communication are successfully used in the educational process, but teachers most often do not realize its importance. Thereby, the paper focuses on the following research questions: Are there any differences in nonverbal communication skills between future university teachers and specialists whose professional activities are not related to teaching? What kind of nonverbal communication skills should be included in the content of academic disciplines of the supplementary education program “University Teacher” aimed at training future teachers to pedagogical communication? The purpose was to identify the conditions for formation of training programs aimed at development of nonverbal communication skills in future university teachers. At the empirical stage, a comprehensive study was conducted including a survey, a Gilford`s social intelligence test, a Labunskaya`s technique of diagnosis of level development of ability to adequate interpretation of nonverbal behavior. The survey involved 132 respondents (average age - 26.5). Findings show there are no significant differences in nonverbal communication skills between future university teachers (experimental group) and those who do not intend to teach (control group). Since nonverbal communication competence is professionally important for effective pedagogical interactions, it can be developed with the help of training programs and obtained study results.