This article examines the theoretical and methodological foundations of using folklore works as a pedagogical tool in the process of preparing future preschool educators for professional activity. The study analyzes such genres of folklore as fairy tales, proverbs, sayings, riddles, epics, legends, myths, folk songs, and national ritual folklore from the perspective of their potential for developing the professional competencies of future educators. Mechanisms for methodologically integrating the moral, aesthetic, labor-related, patriotic, humanistic, and social-relationship ideas embodied in folklore works into the activities of preschool educational organizations have been developed. The methodological basis of the study consists of pedagogical observation, interviews, comparative analysis, pedagogical modeling, theoretical generalization, and experimental methods. As a result of the study, a professional training model based on the use of folklore, including its target, content, procedural, and outcome components, was proposed. In addition, methodological approaches aimed at developing future educators’ competencies in selecting folklore materials, adapting them to pedagogical situations, applying them in accordance with children’s age and psychological characteristics, and assessing educational outcomes were substantiated.