The article deals with the methodological foundations of personally-oriented learning and their role in the specialists training. Meaning of the personality-oriented education is determined. As personally-oriented technologies are the embodiment of humanistic philosophy, psychology and pedagogy, an analysis of methodological approaches based on the principle of humanism, which is the basis of the education system development, reveals the methodological foundations of personally-oriented learning and is based on methodological principles, among which the methodological approaches are considered in detail to the educational process was conducted. The following approaches are considered in the article: gnoseological, complex, integrative, personal, active and praxeological. The gnoseological approach is based on the theory of knowledge, which is conditioned by the socio-historical practice of knowledge, skills and abilities acquirement and development. The complex approach involves integrational one, the properties and states of different systems and relationship between disciplines. The personal approach is based on the inclusion of the subject in social relationships and relationships. Much attention is paid to individuality, as a unique combinati on of natural features and the ones acquired in the process of life, that affect its further livelihoods. The activity approach characterizes the abilities to learn new, to work with dedication, which is fixed by the acquisition of practical skills and acquirements. The praxeological approach is based on the philosophical concept of activity, has the status of a program-conceptual project and is responsible for the ability to apply the acquired theoretical knowledge in practice.