In the modern educational environment, characterized by high information loads, students' stress resistance becomes a key resource for professional development. Despite the extensive study of cognitive and volitional adaptation factors, the role of personal autonomy as a subjective resource for coping with stress remains insufficiently explored. The relevance of the study is driven by the need to find internal mechanisms that ensure the psychological well-being of future teachers in conditions of academic uncertainty. The study aims to identify the nature of the relationship between personal autonomy indicators and the level of stress resistance in undergraduate students, as well as to analyze the age dynamics of these characteristics at different stages of university education (from freshman to senior years). An empirical study involved 132 students from Abai Kazakh National Pedagogical University (1st–4th years). The diagnostic tools included the "Autonomy" scale from C. Ryff's Scales of Psychological Well-being and the Questionnaire of Psychological Resistance to Stress (QPRS) by R. Kh. Shakurov. Statistical data processing was carried out using the Spearman rank correlation coefficient and the Mann-Whitney U-test. The study refuted the hypothesis of a direct positive relationship between autonomy and stress resistance: correlation analysis did not reveal a statistically significant dependence between these constructs (p = 0.881). It was found that the level of autonomy in junior students is significantly higher than in senior students, which is interpreted as an effect of primary separation and declarative independence. At the same time, no significant differences in the level of stress resistance were found between the groups, indicating the stability of this indicator regardless of the year of study. Personal autonomy and stress resistance of pedagogical students represent parallel, relatively independent vectors of development. High autonomy can serve as a value resource, but without developed self-regulation skills and coping strategies, it does not guarantee emotional stability. The decrease in autonomy by the senior years indicates a crisis of professional adaptation and a confrontation with the reality of pedagogical activity. The results emphasize the need to implement psychological support programs aimed at developing conscious self-regulation and stress management skills as mediators between subjective independence and the actual resilience of the individual.