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This article deals with the issues of developing pedagogical culture in the rural preschool educator in terms of the standardization of preschool education system, highlighting the basic contradictions caused by the standardization of preschool education in rural kindergartens. It explores the particularities of the sociocultural village environment, which is more conservative, traditional and consistent and is distinguished by the integrity of national identity, as well as inner spiritual wealth. The study identifies specific particularities and issues of rural preschools in the Oryol region in the context of the standardization of the preschool education system. These include: not being comprehensive, not having enough educators equipped for children with special needs, lack of technical and financial support, and that the early childhood environment is insufficiently developed. A low level of pedagogical culture in rural preschool educators has also been revealed. Different approaches by modern scientists to the definition of “pedagogical culture” were analyzed, which enabled researchers to identify its structural components. The following structural components of the pedagogical culture of the rural preschool educator were identified: value-based, cognitive, innovative, technological, and personal-creative. The following diagnostic methods are used to examine the level of development of pedagogical culture of rural preschool educators according to the given criteria: A test-questionnaire for evaluating the need for achievements (Orlov Y., 2001); techniques for measuring the empathy of teachers (Yusupov I., 2002); evaluation of the capability for self-development and self-education (Nemova N., 2011); the test “Creativity” (Vishnyakova N.F., 2012). The structural components of pedagogical culture are interpreted in the article as integrative properties of the personality of the rural educator. The author presents the methodology and results of the study on the level of indicators for the components of pedagogical culture in rural preschool educators. The discussion is presented, findings are analyzed, and further prospects of work are outlined.