In this article, the authors explore the problem of pre-service teachers’ readiness for integrated learning in primary school. The purpose of the article is to determine the state of readiness of pre-service teachers for integrated education in primary school at the stage of university training. The study was conducted in the logic of a summative psychological and pedagogical assessment, the material obtained from the empirical data was analyzed and summarized. The sample consisted of 120 students enrolled in an educational program at Karaganda Buketov University and Pavlodar Pedagogical University. The obtained data are interpreted and subjected to statistical analysis using the student’s t-test. The components of the pre-service teachers’ readiness for the type of activity under study are determined: motivational, substantive, procedural, and their indicators, levels. In conclusion, the reasons that influenced the learning outcomes of the studied students are described, and the tasks of eliminating the identified causes are determined. Keywords: Integrated learning; knowledge; pre-service; primary school;  scientific.