The deterioration of the quality of life, mental, physical, and social human disorders reveal themselves in reducing the level of its adaptation to daily psychological and physical stress, early development of neuroses, psychosomatic and mental illness in children and adults as well. Regarding this, one of the main strategies for the development of educational institutions is the organization of healthcare activities. In this context, the task of forming the readiness of future biology teachers to implement healthcare-saving technologies in the professional activity is gaining a significant importance. The need for development and substantiation of healthcare-saving activity theoretical and methodological foundations determines the relevance of the given problem and requires a profound rethinking of the essence as well as the content of healthcare-saving technologies educational implementation. The article reveals separate results of a pedagogical experiment conducted among future biology teachers within the educational process of the natural sciences faculties of pedagogical higher educational institutions. The experiment was aimed at forming the readiness of future biology teachers for the implementation of healthcare-saving technologies in their professional activities and was based on the introduction of active and interactive forms and methods of educational technologies in the formation of healthcare-saving knowledge, organization of health and conservation projects and the use of information-health technologies.