Finland is constitutionally bilingual and there are several small minority languages. With recent migration from different parts of the world, the linguistic environment has become even more diversified. National curricula take linguistic diversity among the pupils into consideration and stress the importance of supporting pupils' language awareness and linguistic identities. Hence, it becomes interesting to explore what affordances teacher education offers, in this article limited to schools that offer pre-service teaching practicum. In search for language constellations that dominate at both individual and institutional levels, we have formulated our research questions based upon the assumption that Finnish, Swedish and English are likely to form quite a strong and stable DLC, and we are therefore interested in relations shown within the DLC, within individual and institutional perceptions of the DLC, and between the DLC and other languages as potential linguistic affordances. The results show that the constellation of dominant languages remains rather stable among individuals and institutions in the studied sample, whereas the affordances identified both at individual and institutional levels vary in relation to the individual awareness, professed interest and classes taught by the respondents. The results thus indicate that the affordances provided at the two studied Finnish teacher training schools are not fully explored. [For the complete volume, "Dominant Language Constellations Approach in Education and Language Acquisition. Educational Linguistics. Volume 51," see ED660754.]