Currently the issue of health-preserving educational technologies and programs and their implementation in educational process of higher school is actively discussed. Health-preserving technologies in the educational process are a complex of methods, tools and conditions facilitating at maximum preserving and improving physical, mental and moral health of the subjects of educational process. Analysis of the literature dedicated to the problem of implementation of health-preserving space in medical educational organizations, was performed. Its development path promoting preservation and improvement of physical, psychoemotional and social and moral students’ health, is described. Role of health-preserving space in formation of students’ healthy behavior is discussed. The result of formation of health-preserving educational space is the use of health-preserving educational technologies, teaching the students the skills of individual achievement of a definite level of health and education, physical and physiological readiness, and ability to solve personal and professional problems. Significance of the formation of health-preserving space and training health-preserving technologies is determined by the specificity of students’ future profession. Development in this direction is high-priority for pedagogic and educative work with the students, it will promote robust professional formation of a future medical professional. When creating health-preserving space, health-preserving technologies have to be integrated in educational and pedagogic process. The literature review showed that at the present stage novel understanding is formed about the role of health-preserving space state in medical educational organizations and students’ lifestyle in preserving health. Various points of view on an issue of forming students’ health-preserving behavior are presented.