The purpose of the article is to disclose the state of formation of methodological culture of future primary school teachers during their training. Experimental study of our research work was aimed at checking the effectiveness of formation of methodological culture of future primary school teachers during their training. For this purpose, we developed a test program, which was based on the complex of reliable, tested, modified and our own developed methods for determining the levels of formation of the components of methodological culture. Motivational component of the methodological culture of future primary school teachers, the overall structure motifs were found by means of testing methods, ranking, observation, individual interviews and a number of techniques: “Values” (M. Rokicha); T. Ilyina adapted techniques to study the formation of methodological culture in order to motivate students to learning in higher education institutions; study of motivation to professional and methodological activities (adapted from C. Zamfir in modification of A. Rean). Representations of students about the essence of the concept of “methodological culture”, its importance for teachers, components, conditions that allow to raise the level of education of the future teacher’s methodology we determined using a questionnaire. Students were offered a few questions and their task was to choose a particular statement or specify your option. In order to determine the level of methodological training of future elementary school teachers we suggested the adapted technique “Education self-methodological preparation of students” by V. Zverev. Respondents were asked to assess themselves an 8-point scale for each of the proposed statement. Using diagnostic card “The most important methodological skills of the teacher” we attempted to identify the skills needed for students to carry out methodological activities, based on the specifics of an elementary school teacher. The level of formation of professional competence and teaching students that they possessed at workshops on pedagogy, different teaching methods in primary school teaching practice and we have determined by the method of “Letter assess professional and methodological competence of students. “Renzuli creativity questionnaire” was designed to determine the features of the student’s creative component of methodological culture. In order to determine the degree of reflection of students’ educational institutions we used the test questionnaire developed by N. Dudnikova. The prospect of further research is to develop a program of formation of methodological culture of primary school teachers in training.