Introduction. Professional identity being developed in the process of professional education and professional competency active development is the result of the conscious recognition of the self as having the identity with a chosen profession and professional community specific to it. Related to the professional environment adaptation and professional experience structuring as well as profession outlook prediction etc., it makes prospective specialists feel confident about their self-effectiveness in profession being aware of the competency indicators and measures. The importance of Maritime English communicative competency for future seafarers, officially recognized by the International Maritime Organization (IMO) as one of the major factors in safe navigation, makes their professional identity communicative component urgent, considering its transformative effect on their speech habits as is also communication culture. Purpose. To analyze the mutual relationship problem of future seafarers’ professional identity and their Maritime English communicative competency development. Methods. Reviewing scientific literature relevant to prospective seafarers’ professional identity, professional competency and Maritime English communicative competency development. Interconnection and interdependence determination between the specified processes. Results. The research findings on the problem of mutual relationship between the prospective seafarers’ professional identification and Maritime English communicative competency development are presented. Determinants of the specified processes peculiarities are investigated. The stages of the professional identity development associated with the educational process continuum in the maritime higher education institutions in general, and the English language teaching specifics in particular are analyzed. Individual deterministic statuses and levels of professional identity are examined, as well as the specific nature of their development in future seafarers’ Maritime English communicative competency. Evolutionary changes in professional identity development are characterized through the prism of its communicative component and considered as actions on professional communicative identification directly affecting the future specialists’ communicative competency. Professional communicative identity is defined as the result of the self-identification of one’s communication skills and habits, abilities and knowledge as well as experience of effective English-language professional communication in compliance with communication traditions and standards. Conclusion. The prospective seafarers’ Maritime English communicative competency development by reference to the peculiarities of their professional identification couple positively on the two factors of future specialists’ professional growth.