The present article examines the pedagogical possibilities of enhancing the speech culture of future preschool educators through the integration of innovative technologies into the professional training process. In contemporary preschool education, speech culture is regarded not only as a linguistic skill but also as an essential component of pedagogical competence, professional communication, ethical interaction, and child-centered educational practice. Since preschool educators serve as direct models of speech behavior for children, their ability to use clear, expressive, accurate, emotionally appropriate, and pedagogically purposeful speech has a decisive influence on children’s language development, socialization, cognitive growth, and communicative confidence. The study analyzes the theoretical foundations of speech culture, the role of innovative educational technologies in its development, and the methodological conditions necessary for improving the communicative readiness of future preschool educators. The article is based on an analytical review of pedagogical, linguistic, psychological, and methodological literature, as well as on the generalization of effective educational practices related to interactive learning, digital resources, multimedia technologies, reflective tasks, role-playing, project-based activities, and communicative training. The results show that innovative technologies contribute to the development of students’ phonetic accuracy, lexical richness, grammatical correctness, dialogic competence, expressive speech, professional etiquette, and ability to organize meaningful communication with preschool children. The article concludes that the systematic use of innovative technologies in teacher education creates an effective didactic environment for the formation of speech culture as an integral quality of future preschool educators’ professional competence.