The priority goal of the modern education system of Russia is international cooperation and the promotion of the Russian test abroad. Higher education in Russia is becoming an interesting and promising area for foreign citizens. In recent years, we have observed a positive trend in the number of foreign students coming to study at Russian universities. At the present stage of development of the methodology of teaching Russian as a foreign language, a socio-cultural approach is becoming one of the main guidelines. In the space of a multipolar world, it is important to reflect on the diversity of cultural values, the mentality of native speakers, habitual behavior, and features of communicative interaction. However, at the first stage of acquaintance with the country and the culture of its population, difficulties, disagreements, and misunderstandings caused by interethnic autoand heterostereotypes are possible. The aim of the study is to develop the methodological tools that take into account autoand heterostereotypic representations for the formation of socio-cultural competence among foreign students in the lessons of Russian as a foreign language. The work comprehends the role and methodological potential of the stereotypical image of Russia and Russians. Having considered the current research of Russian teachers and methodologists, we assumed that ethnic stereotypes play an important role in the implementation of a socio-cultural approach to teaching Russian to foreign students. By including methodically structured work with them, it is possible to form and develop the socio-cultural competence of foreign students. A methodological package is proposed for the formation and development of sociocultural competence using autoand heterostereotypes for foreign students of the elementary and basic levels of Russian test proficiency.