teachers of preschool education institutions in higher education, and describes selected pedagogical conditions, which play a special role in the learning process. The essence of the terms “activity”, “teache’s action”, “health-preserving activity” is given in it. Thearticleaims at isolating, grounding anddescribing thepedagogicalconditionsanddefining the features of their effectiveusintheformationof health-preserving competence offutureteachersofpre-schooleducationintheprofessionaltraining according tocurrenttrendsinhighereducation. Analyzing a series of studies, we note that the problem of studying pedagogical conditions of formation of health-preserving competence is considered by many researchers in their scientific research, namely T. Andryushchenko, Yu Dragnev, N. Polishchuk, O. Shukatka and others. A number of publications of local researchers clearly illustrate that formation of a health-preserving competence must first meet the requirements of our time, it has its own specifics and is based on teaching basic laws of construction process of professional training at the universities. However, despite the large number of publications, pedagogical problems of formation of a health-preserving competence of future teachers have not been the subject of special study. Consideringthepedagogicalconditionsof a health-preserving competence offutureteachersofpreschooleducationinstitutionsintheprocessofprofessionaltraining, thearticlefocusesthattheimplementationof a rangeofappropriatepedagogicalconditionsprimarilydependsonitseffectiveness. It usnotedthatthecreationofcomfortableconditionsforlearningineducationinstitutionspromotestheintegrationofeducationandupbringing, of the health-preserving competence activities, systematicapproachtothepreservationandstrengthening of the students’ health. Prospectsfor furtherresearchonthisissueusanexperimentalstudyofformationof health-preserving competenceoffutureteachers of preschool education institutions.