The article discloses the problem of interactive technologies application at Ukrainian and German higher educational establishments that has been under study for the last twenty years. The definition of the notion “interactive technologies” and different interpretations of this concept that were given by Ukrainian and foreign scholars are highlighted. The peculiarities and varieties of interactive technologies (simulations, role-games, discussions, debates, cooperative and group learning, brainstorming, projects, graffiti, synthesis of ideas, collaborative work, fishbowl, roundabout and others) are brought to light. The article singles out similarities and differences of interactive technologies application in Ukraine and Germany. The author emphasizes on the organization of interactive activities at the lectures, the purpose of use of each kind of interactive technology in Ukrainian and German educational process. The detailed study, analyses and comparison of experience of foreign language teachers training in the above-mentioned countries are carried out.