Introduction. In the context of dynamic changes in modern society and the labor market, the study of the processes of personal development of students as future specialists is of particular relevance. Self-actualization and self-realization are key vectors of this development, which determine not only professional maturity, but also the psychological well-being of an individual. The purpose of the work. This study aimed to examine the levels and characteristics of self-actualization and self-realization among students in their second or third year of higher education, and to identify the relationships between these processes and personal characteristics. The hypotheses of the study suggested that the level of self - actualization would be above average due to the availability of educational resources, while the level of self-realization would be below average due to infantile prioritization and uncertainty of the future. Materials and methods. The empirical base of the study consisted of 194 2-3-year students of K.E. Tsiolkovsky Kaluga State University. The diagnosis was carried out using psychodiagnostic techniques: a modified version of the “Self-actualization Test” (CAT) and the “Self-realization judgments Test” by S.I. Kudinov. Descriptive statistics and correlation analysis (Spearman’s rank correlation coefficient) were used to analyze the data. The results. The results showed a contradictory picture. On the one hand, a significant proportion of students have a high adaptive or harmonious level of self-realization (55%), accompanied by a clear understanding of goals, energy, optimism and an internal locus of control. The predominant type is “personal self-realization” (77%). On the other hand, 37% of respondents demonstrate irrational, inert or infantile levels, which indicates difficulties in self-determination. Paradoxically, with high scores on individual scales of self-actualization (self-esteem, value orientation, contact), the overall level of self-actualization among 62% of students turned out to be low. Correlation analysis revealed significant links, for example, negative ones, between synergy and conscious goal setting, as well as between the level of self-realization and the need for social contacts. The key growth area for most students is creativity, which has an average level of development. Conclusion. The conducted research confirms that students have significant potential for personal growth, which is often not fully realized due to internal and external barriers. The revealed imbalance between the processes of self-actualization and self-realization, as well as the weak expression of professional and social self-realization, emphasize the need for purposeful psychological and pedagogical work at the university. Based on the results, the Personality Transformation Workshop Training Programme was developed and proposed for testing. It is aimed at providing comprehensive support to students through art and theatre practices.