The article examines the importance of forming the innovative culture of primary school teachers, with a particular attention given to the development of its axiological component as one of the key elements. The integration of innovations into the general educational process and the significance of teacher’s innovative culture are clearly outlined in the regulatory documents of the Republic of Kazakhstan. Innovative culture is considered as an essential part of teacher’s professionalism, methodological mastery, and competence. Considering that this issue has been insufficiently explored in the works of domestic researchers, the research topic is examined from philosophical, pedagogical, psychological, and methodological perspectives. Since the axiological component underlies the teacher’s attitudes and beliefs towards innovation, professional values, knowledge, and renewal, it can be recognized as the initial stage in the formation of innovative culture. As the innovative processes of developing education have become increasingly stringent on teacher’s methodological culture, the study identifies the possibilities for developing its axiological component. The relevance of the topic is further strengthened by the results of pedagogical experiments conducted among primary school teachers.