The article is devoted to the problem of preparation the students in their conscious, and independent choice of profession. J. Holland and S. Fukuyama’s complex methodologies of preparation of the students for professional self-determination are analysed. The comparison of J. Holland and S. Fukuyama’s methodologies has been carried out. Unlikely, methodology of J. Holland, methodology of S. Fukuyama does a main accent not on maintenance, forms and methods of preparation of schoolchildren for the choice of their profession, but on the procedure of evaluation of effectiveness of this process. It has many positive moments, in particular, it allows, in case of its usage, fully to reduce accordance of the features of schoolchildren’s personalities to the corresponding profession, and also to estimate the results of professional choice after finishing the school at stage of professional adaptation. The verificated results of professional choice show how well the graduating pupil of a school is adapted and suits the selected profession. These methodologies contain the elements of the continuous system of preparation of a personality for professional self-determination. To reach the aim of the article the following methods have been used: studying, analysis and generalization of psychological and pedagogical literature, synthesis, comparison, systematization. Check the results of professional choice reveals how well adapted graduate and suitable for their chosen profession. The verification procedure is performed on the following parameters: 1) understanding the character of a young man chosen profession (professional analysis); 2) analysis environment; 3) conditions of work organization; 4) awareness of their own capabilities for an occupation (degree of compliance chosen profession). That methodologies contain elements analyzing continuous training system for professional self-identity. Practical experience has showed that these methods are a comfortable and simple too, that allows to outline the circle of professions that most benefit for schoolchildren. In our opinion, these methods can be used in Ukrainian schools and other educational establishments for improving the work in the sphere of professional self-determination.