<![CDATA[Students of the Early Childhood Education (ECE) Study Program are prospective educators who are prepared to master pedagogical, professional, social, and personal competencies as essential provisions for their future profession. In addition to these competencies, students' readiness to become early childhood education teachers is also influenced by their psychological well-being. Students with a high level of psychological well-being are generally able to accept themselves, regulate their emotions positively, establish harmonious relationships with others, maintain a clear sense of purpose in life, and effectively cope with various challenges encountered throughout their academic journey. This study aimed to describe and analyze the psychological well-being of students in the Early Childhood Education Study Program at Khairun University in preparing themselves to become early childhood education teachers. This research employed a qualitative approach using a case study design. The participants consisted of 20 students selected through purposive sampling. Data were collected through observation, in-depth interviews, documentation, and literature review. The data were analyzed through the stages of data reduction, data display, interpretation, and conclusion drawing. The findings revealed that the students' psychological well-being was reflected in six major dimensions, namely self-acceptance, positive relations with others, autonomy, environmental mastery, purpose in life, and personal growth. Among these dimensions, purpose in life and personal growth emerged as the most prominent aspects, whereas environmental mastery remained a challenge for some students. The findings indicate that good psychological well-being plays an important role in enhancing students' readiness to perform their future roles as professional, creative, and competent early childhood education teachers with positive personal characteristics.]]>
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