Innovation is emphasized as a central area in the context of the competence debate in teacher education. The KMK particularly describes the ability of prospective teachers to engage in professional job-related learning as a core element of innovation. The quantitative-qualitative study investigates the extent to which teacher education students and trainees possess innovation competence and how aspects of innovation can be integrated into teacher education. Based on a specially developed instrument for measuring innovation competence in accordance with KMK standards, students and teacher trainees in Thuringia were surveyed in writing. Subsequently, guided interviews were conducted with three internationally recognized experts in teacher education. The results indicate a general need for learning opportunities that promote innovation.