Introduction. In modern society, one of the main tasks of the education system is to instill national and universal values in the younger generation. In this regard, linguistic axiology, a field that studies values in language, has emerged, and the issue of integrating it into educational content has become one of the pressing challenges. Methodology and Methods. The study involved an analysis of textbooks and curricula in the Kazakh language for grades 10–11 and a survey of Kazakh language and literature teachers (n=86). Results. The survey revealed five main groups of barriers: cognitive-conceptual, content-cultural, psychological-motivational, related to language environment and knowledge level, and methodological. Scientific novelty. The article presents a comprehensive psycholinguistic analysis of the barriers arising in the process of high school students’ acquisition of linguo-axiological units (proverbs, phraseological units, and words with symbolic meaning) that contribute to the assimilation of national and cultural values, identifying their content-related and functional characteristics. Practical significance. The proposed ways to overcome these challenges include interdisciplinary integration, game-based and creative methods, the use of national-cultural material, and motivational support. The article highlights the methodological aspects of teaching the value content of Kazakh proverbs, phraseological units, and symbolic words, emphasizing their educational potential.