The presented research aimed to identify the competence profiles of health sciences teacher students, describe the competence according to the profiles, and explore the associated factors. The research applied cross-sectional design and was conducted in winter 2018-2019 in Finland. The teacher students (N=315, n=l0l) studying in health sciences teacher degree programs were invited to participate. The Health and Social Care Educator's Competence instrument was used to collect data. A K-means clustering analysis was performed to define participants' competence profiles. Students in Profile A (Beginner competence) provided weaker assessments across the measured competence areas than students in Profiles B (Good level of competence) & C (Advanced competence), with competence in evidence-based practice (mean 2,97, SD 0,37) the strongest area and competence in collaboration and societal issues (mean 1,86, SD 0,34) the lowest rated area. Competence evaluation can help identify challenging topics at the curriculum level and chart the professional development of students at different stages of their studies.