Introduction. The study addresses the problem of media literacy development among pre-service teachers of preschool education within the context of professional training. The relevance of the topic is driven by the growing role of the digital media environment in the lives of preschool-aged children and the insufficient preparedness of students to engage in media education activities. Methodology and Methods. A survey was conducted among 41 third-year students enrolled in the 6В012 Preschool Education and Upbringing programme at Abai Kazakh National Pedagogical University. The research instrument was a closed-ended questionnaire designed to diagnose students' perceptions of media literacy as a professional competency of a preschool teacher. Results. It was found that the majority of respondents generally recognise the professional significance of media literacy (58.5%); however, they demonstrate reductive perceptions of its cognitive dimension and tend towards a restrictive model of media upbringing. A persistent conflation of the technical and cognitive components of media literacy was identified, along with insufficient readiness among students to conduct media literacy outreach work with families of pupils. Scientific Novelty. Empirical data have been obtained on pre-service preschool teachers' perceptions of media literacy as a professional competency within the contemporary information and media environment. Practical Significance. The findings of the study may be applied in designing the content of professional cycle disciplines, developing teaching placement programmes, and creating diagnostic instruments for assessing the media literacy of student teachers.