Abstract: The subject of the research is particularities of relations between structural components of professional identity at different stages of learning at a University. The authors of the article analyze roles of substantial characteristics demonstrated by students at different stages of their learning and define significant correlations between structural components of their professional identity. The authors offer a theoretical substantiation of professional identity components based on the idea of professional identity as a structural formation. They pay special attention to describing the results of their empirical research and particularities of developing professional identity of medical students at different stages of their learning. The research methods include modified psychosemantic multiple identification inventory  (offered by V. Petrenko), self-actualisation test (adapted by L. Gozman), morphological life values test (by V. Sopov and L. Karpushina), attractiveness factor inventory (by V. Yadov), aspiration level test (by V. Gerbachevsky), emotional tension test (developed on the basis of N. Peysakhov's and G. Gabdreev's inventory in 1988), Life Style Index (by Plutchik, Kellerman, & Conte) and Coping Strategy Indicator (by James H. Amirkhan). The novelty of the research is caused by the fact that the authors demonstrate how personal identity is presented in continuous dynamics of identification processes (self-concept) that relates to personal ability to preserve the integrity and fullness of his or her Self (emotional-value attitude to himself or herself as an actor) as well as to achieve his or her life goals.