The paper studies the methodological aspects of applying the project method by students majoring in 014. Secondary education in the course "Fundamentals of Anthropology, Biology and Human Genetics" and the formation of professional competencies of would-be teachers of Biology and Human Health in the field of Genetics. It is shown that the use of project technology for the study of the course of human genetics is only possible with high professionalism of the teacher. The teacher must thoroughly develop methods of working with the project, formulate clear instructions for its implementation, evaluation criteria, provide methodological support, and act as a facilitator during the project. It is demonstrated that project work on human genetics is a holistic structural didactic unit that has its purpose, content, and a problem task, solution to which requires performing a series of structured sub-tasks.
 It is ascertained that the student effective work on the project includes stages of searching for scientific literature on methodological aspects of the role of clinical and genealogical method in human genetic research and genealogical analysis; collecting data on the family on the basis of research (starting with proband); formation of a legend on this basis and formulation of a task to determine the probability of occurrence in the family of a proband of children with the studied feature; compilation of a pedigree chart; analysis of the constructed pedigree; determining the type of inheritance of the studied trait; calculating the probability of birth in the family of proband offspring with the studied trait.
 It was found that on competing the project 57.1% of students achieved a high level of formation of the general and special competencies in the future specialty, 17.9% - intermediate level, 21.4% - sufficient, and 3.6% - low level. The research proves the effectiveness of project method in the study of the course "Fundamentals of Anthropology, Biology and Human Genetics" for the formation of general and special competencies in would-be teachers of biology and human health in the field of genetics. Not only the level of motivation of students to obtain genetic knowledge increased, but also their interest in the project, as such work helps to expand knowledge about close and distant relatives, family relationships, increase respect for their own family, development of logical thinking, and creative thinking.