The paper analyzes the main periods of the development of vocational teacher training, scientific and educational work of the educational leaders in Hungary. The cultural characteristics, the educational reform political factors discussed current development strategy of national education are identified. These periods are: the first – the X-th –XVI-th century – the period of formation and development of primary education; the second – the XIV-th century – the beginning of the XVI-th century – the Renaissance, staging education at primary, secondary and higher education; opening of the first Hungarian university; the third – the first half of the XVI-th century – the beginning of the XVIII-th century – Ottoman yoke Danusian of Hungary and strengthening of the Habsburgs in the western and northern parts of the kingdom «Hungary»; flourishing of Latin schools, strengthening the role of the Hungarian language; appearance of early printed books; the fourth – the end of the XVIII-th century – the beginning of the XX-th century is characterized by the expansion of higher education and the establishment of new universities; the fifth – 1945-1991 – the period of the Soviet power in Hungary, cancellation of parish schools, unification of curricula, increase in school construction, increasing the number of universities (to 16 universities) and institute; learning in the evening and correspondence departments; the sixth – 1991 to present – a period of modernization, Hungary’s joining the European educational space, the Bologna process. The ideas for training teachers of famous Hungarian figures are outlined. The author has determined a number of promising ideas that are of great importance in training modern Hungarian teachers. It is determined that the system of teacher training in Hungary, having different stages of development, now meets modernity, because of the high quality standards at all levels. Ukraine and Hungary have the desire to form a system of teacher education, combining national traditions with progressive ideas of international experience, so the study of the historical experience of Hungarian teacher training provides an opportunity to highlight the best practices in order to implement these ideas into practice in the educational institutions of Ukraine.