This article focuses on the question to what extent the use of opportunities to learn (OTL) relates to aspects of student teachers’ professional competence. In a cross-sectional sample of N = 200 student teachers, the pedagogical knowledge, the professional perception of teaching, the pedagogical interest and self-efficacy beliefs related to teaching were investigated. OTL were assessed using information on the use of university courses, completed practicum phases and non-university experience in teaching. The results indicate that the use of university OTL contributes to the pedagogical knowledge; pedagogical experience outside the university is closely related to student teachers’ pedagogical interest. In addition, self-efficacy beliefs mediate relations between OTL and the examined aspects of professional competence. The results are discussed with regard to the design of teacher training in order to strengthen self-efficacy beliefs and additional aspects of professional competence.