The article deals with the problem of forming the experience of paradoxical thinking in future teachers as a factor of their readiness for innovative pedagogical activity. The study proves the importance of the formation of the designated thinking among students of pedagogical universities, the basic scientific concepts of the subject field are considered and analyzed. The paper describes the elements of the process of forming the experience of paradoxical thinking in future specialists, offers a theoretical model of this process, and also shows the results of verification of the developed model in the real professional training of future teachers.