The paper describes the organizational and pedagogical providing in the process of professional training of preschool teachers in the countries of Western Europe. The author analyzes the conceptual features of the notion «organizational and pedagogical providing». The author of the issue also distinguishes the essential differences between «organizational and pedagogical providing» and the concept of «organizational and pedagogical conditions». The systematic analysis has determined that the organizational and pedagogical providing of preschool teachers training in the countries of Western Europe includes such components as: conceptual, structural and content, methodological, logistical, information. The basic conceptual framework for preschool teachers training in the countries of Western Europe is the introduction and implementation of competence, active and student-centered approaches that provide quality training of future professionals. The structural and semantic providing of preschool teachers professional training in the countries of Western Europe shows specifics of training of future teachers for preschool particular model. The content of preschool teachers’ professional university education in the countries of Western Europe is determined by a tendency: to reorganize education and the development of new curricula. Scientific and methodological providing of preschool teachers professional training in the countries of Western Europe universities is due primarily to their research activities. Logistical support for training preschool teachers in most Western European countries is carried out by revenues from different sources, depending on ownership. Information providing universities in most Western European countries involves computerization of the educational process. The author summarizes that the basic principles of organizational and pedagogical providing of preschool teachers training in the universities of Western Europe is the integration of competence, activity and person-centered approaches. The analysis unfortunately does not cover all aspects of training preschool teachers in the countries of Western Europe. So the prospects for further research in this direction are the mechanisms of implementing logistics and information and psychological support, as these aspects of training are described in general in this article.