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Abstract: The article investigates the problem of formation of resilience of future teachers of preschool education in its relationship with professional identity. The article studies the phenomenon of resilience as a personal resource, allowing acting in a variety of complex life and professional situations, and professional identity as one of the aspects of self-consciousness. The article presents the essence of individual resilience as a system of beliefs or attitudes, describes its three-component structure, including: involvement, control and acceptance of risk as resilience attitudes. The authors put forward an assumption that resilience and professional identity of future teachers of preschool education institutions are interrelated, that the formation of professional identity is positively influenced by the resilience of the individual. A pilot study was held in order to assess the impact of individual resilience on the dynamics of professional identity in future teachers of preschool education institutions. The authors present a comparative analysis of the levels of development of resilience and professional identity of full-time and part-time students, identifying the differences between them. In addition, it is concluded that professional identity is fully formed only at a sufficiently high level of professional development. The methods of mathematical statistics used by the authors have revealed and interpreted a close relationship between the indicators of resilience and professional identity, indicating the presence of a significant relationship between them and a statistically significant dependence. The results of the study provide an opportunity to confirm the assumption that the marked level of resilience has a positive impact on the formation of professional identity of future pedagogues.