The article is devoted to the study of the features and content of the professional approach in education. The problem of determining its essence and implementation in professional activity is actualized. The structure of the approach is revealed and its main stages are highlighted. Thecomposition of researchers who also publicized key aspects of the project approach is being clarified. Special attention is paid to the concept of "project", its meaning and role in the educational field. In education, the project implements many functions, thanks to which it is possible to move from ideas to actions, carry out cognitive activities and organize each stage throughout the educational process. Possible errors concerning the project approach are characterized: in the practice of vocational education institutions, its application is observed as the use of someone else's experience, thereby highlighting the "fake uniqueness", and quite often the project approach is implemented incombination with problem-based learning. In order to avoid these distortions, the article presents a set of topical issues that are created for the effective implementation of the project approach in the professional activities of teachers. Based on the results of the study, it is concluded that the direct and primary connection between employees and the presented approach, its role in the formation of future qualified specialists.