Nowadays, teachers with a migration background are viewed as persons with specific resources due to their migration biography. It is expected that they use intercultural skills and their bilingualism to enhance the academic success of pupils from immigrant families and to contribute to the school system's intercultural receptiveness. However, results of an explorative study with pre-service teachers we presented at ECER 2012 showed that they have ambivalent views on this ascribed role. These findings underline a desideratum in intercultural education concerning diversity not only in the staff room but also in teacher education. In our presentation, we focus on a workshop concept located within this context of pre-service teacher education that especially addresses migrant students. This concept is based on the theory of educational professionalism that views skills of (biographical) self-reflection as a key competency for teachers. As part of our presentation, the students’ reflection processes will be reconstructed by analyzing their group discussions and portfolio entries. By demonstrating these processes in general as well as by reflecting on processes of “Othering”, we will explore whether a concept for academic instruction that is based on the theoretical fundaments mentioned above has the potential to develop resources into professional competencies.