This chapter examines the interplay between translanguaging and plurilingualism and its potential role in developing pluripedagogical knowledge and English as a third language (L3) acquisition in teacher preparation in French-speaking Switzerland. Following a review of the research on the role of translanguaging in plurilingual contexts we shed light on the possibilities, challenges and benefits of that intersection for the training of L3 teachers through practical examples targeting both primary and secondary school contexts. We highlight how plurilingual teacher learners and teacher educators use translanguaging processes to navigate the teacher training experiences. A set of flexible and evidence-driven instructional proposals round out the chapter.