The article examines the role of social and emotional intelligence in the structure of psychological readiness of future psychologists for professional activity. The relevance of the study is determined by the need to improve the quality of professional training of specialists capable of effective interpersonal interaction in the conditions of the modern social environment. The aim of the study is to identify the features of the development of social and emotional intelligence in psychology students, as well as to analyze the relationship between these components. The empirical study was conducted at Abai Kazakh National Pedagogical University with the participation of 39 first- and second-year students. The Guilford Social Intelligence Test (adapted by E.S. Mikhailova) and the Emotional Intelligence Questionnaire “EmIn” by D.V. Lusin were used as diagnostic tools. Data processing included descriptive statistics, the Shapiro–Wilk test to assess normality, and Spearman’s correlation coefficient to identify relationships between variables. The results showed that students demonstrate an overall average level of both social and emotional intelligence. At the same time, differences were found in the development of individual components: abilities related to understanding and interpreting social signals were more developed, whereas skills related to analyzing complex interpersonal situations and managing emotions, especially those of others, were less developed. The correlation analysis did not reveal statistically significant relationships between social and emotional intelligence indicators, which suggests their relative independence within the framework of this study. The findings indicate the need for a differentiated approach to the development of cognitive and emotional components of social intelligence in the professional training of future psychologists. The practical significance of the study lies in identifying social and emotional intelligence as non-identical phenomena, as well as in the possibility of applying the research findings in the development of programs aimed at enhancing social intelligence and improving student’s psychological rediness for professioanl activity.