The article is devoted to the following important philosophical and psychological phe- nomenon: a life meaning crisis and the peculiarities of its experience in student age. This concept is considered in the context of the intersection of studies of hardiness, basic be- liefs of the individual and existential fulfillment. It is stated that the process of experi- encing a life meaning crisis in its severity and unexpectedness resembles an emotional state that disrupts the normal course of human life and is experienced as feelings of suf- fering, grief, loss, despair, danger, and its course does not depend on human efforts or de- sires. The study sample consisted of 78 students. The average age of respondents was 19.2 years. The existence of statistically significant inverse relationships between experiencing a life meaning crisis and hardiness, emotional fulfillment and basic personal beliefs has been empirically proven. Peculiarities of students with different levels of experiencing a life meaning crisis are determined. It was found that as the level of life meaning crisis increases, students’ dissatisfaction with what they do increases, they do not feel includ- ed in life, instead feel helpless, unwilling to take risks and actively assimilating knowl- edge, unable to rely on their own experience in relevant situations, which ultimately leads to internal tension in stressful situations and lack of resilience.