Modern society is in dire need of developing a system of social and pedagogical support for various segments of the population. Child delinquency and teenage drug addiction are on the rise, computer addiction and “virtual” aggression in children are becoming more frequent, the system of universal human values (culture of communication, tolerance, ability to empathize, desire to help those in need) begins to collapse in the younger generation. The solution of these problems is impossible without the professional help of specialized specialists - social educators. Therefore, to solve these problems, schools need a highly qualified, professionally successful social teacher. The future social teacher should navigate the dynamic information and pedagogical space and be ready for the introduction of innovative technologies, integrative education of schoolchildren. Such professional training is an important component of the professional development of future social educators. This article examines the context and structure of the professional success of future social educators in an innovative educational environment. The scientific works of foreign and domestic authors are analyzed, reflecting the most important and meaningful characteristics of professional success. Using the methods of theoretical analysis, clarification, generalization and systematization, we can conclude that considering the phenomenon of professional success of future social teachers in the unity of structure and functions allows us to show its multidimensionality.