Introduction. Subjective well-being is one of the indicators of success and a basis of person`s socio-psychological adjustment to uncertain situations and unstable social relations. The complexity of this phenomenon requires clarifying its structure. Aim. To determine the structure of studentsʼ subjective well-being. Methods. Cognitive Features of Subjective Well-Being (KOSB-4) (O. Kaliuk, O. Savchenko), Subjective Well-Being Scale (A. Perrudet-Badoux, G. Mendelsohn, J. Chiche, adapted by M. Sokolova), Life Satisfaction Index A, LSIA (B.L. Neugarten, adapted by N. Panina), Arousability and Optimism Scale, AOS (I.S. Schuller, A.L. Comunian, adapted by N. Vodopyanova). The methodological basis is a structural-functional approach. Factor and correlation analyses were done using «STATISTICA 10.0». Results. Empirical verification of the author's model of subjective well-being revealed the existence of three independent components in its structure (cognitive-behavioral, emotional, and contrasting). Conclusions. Students’ cognitive and behavioral aspects of well-being are not separated, they form a single factor. There is a polarity in well-being in the form of positive and negative factors.