This study emphasizes the importance of teachers' understanding and implementation of professional learning (PL). PL requires teachers to continuously learn in order to increase their professional capacity, and such capacity improvement has been correlated with pupils' enhanced learning quality. The present study explores the preservice teachers' level of Professional Learning Values (PLVs) in West Kalimantan. This study adopted a quantitative approach employing a self evaluation questionnaire for preservice teachers. The data were analysed through factor analysis, descriptive statistics, and correlation. The results showed that two factors underlie West Kalimantan preservice teachers' PLVs: Research and Evaluation Orientation (REO) and Collaborative and Social Capital Development Orientation (CSCD). Additionally, descriptive statistics results found that preservice teachers consider the REO factor highly. However, a contradictory result came from the same data analysis, in which the preservice teachers did not consider PL practices in CSCD to be important. The data analysis found no correlation between preservice teachers' gender, academic competence, semester, and status of their place of origin (developed and underdeveloped) and their PLVs. Further research is needed to find out what variables have influenced preservice teachers' PLVs. These findings, patterns, and levels of preservice teachers' Professional Learning Values (PLVs) in West Kalimantan can be used as reflection materials and stimuli to enhance the professional learning of preservice teachers and in-service teachers. Moreover, these findings can be the groundwork for developing strategic steps to enhance preservice teachers' professional learning quality in West Kalimantan. The findings of this research describe which practice of PL which is less valued by teachers. In light of such findings, the future research could develop PLV improvement, by prioritising each aspect which teachers less valued.