Introduction. The existence of cause-and-effect relationship in the system of “students’ health – educational environment” determines the relevance of preparing future teachers for organizing a health-saving educational environment. As many researchers note, teachers working with children in various educational organizations are often not ready for health-saving activities. For a successful practical solution to the problem of maintaining health in the educational process, it is necessary to take into account the so-called “health-saving competence” of a teacher, suggesting his readiness for health-saving activities and the organization of a health-saving educational environment. Purpose: Modeling the readiness of future teachers to organize a health-saving educational environment. Materials and methods. The versatility of the future teacher’s readiness to the organization of a health-saving educational environment and the variety of factors influencing its result determine the use of such a method of pedagogical research as modeling. The modeling method makes it possible to combine the empirical and theoretical in pedagogical research – to combine an experiment, building logical structures and scientific abstractions in the course of studying a pedagogical object. Results, discussion. The process of forming the future teacher’s readiness to organize a health-saving educational environment can be represented as a model consisting of three components: theoretical-methodological, substantive-active and evaluative-effective one, which allows a more complete analysis of the structure and content of vocational training. The basis of the model under consideration is the goal – the identification of pedagogical conditions that contribute to the formation of readiness of future teachers to organize a health-saving educational environment in the process of vocational training. Achieving this goal is possible through problem solving, during which specific components of the future teacher’s readiness for this type of activity are formed. Conclusion. The success of the implementation of the model of formation of readiness for the organization of a health-saving educational environment for future teachers is determined by observing a set of pedagogical conditions created in the process of professional training.