This article presents the results of a theoretical and empirical study on the cognitive and emotional-personal components of professionally significant qualities in future educators. The relevance of the research is determined by the growing demand for systematic studies on the professional training of future teachers, considering contemporary risks and trends such as globalization and digitalization, which impose new requirements on cognitive and personal development. These requirements are grounded in the paradigm of transversal and metacognitive competencies. The aim of the study is to provide a theoretical rationale and empirical investigation of the characteristics and interrelation between the cognitive and emotional development of students preparing for a teaching career. The article presents a systematic analysis of approaches to studying cognitive and metacognitive competencies, as well as personal characteristics, regarded as integrative properties within teacher training systems. It also explores the development of cognitive style characteristics and the levels of emotional intelligence components in education students. Using correlation analysis, the study confirms the hypothesis regarding the interconnection and mutual influence of cognitive and emotional-personal components in the professionally significant qualities of future educators.