The article analyzes organizational and content features of social rehabilitation students’ professional training at higher education institutions in the United States. The two-year college programs for obtaining Associate’s degree, four-year Bachelor’s and interdisciplinary Master’s degree university programs for professional training in social rehabilitation have been characterized. The peculiar features of these programs for each academic degree have been determined. It has been identified that professional training is carried out on an interdisciplinary basis by integrating general scientific, professional and subject-specific knowledge, introducing wide range of elective courses. Three models for training social rehabilitation students have been defined: traditional didactic, problem-solving and facilitated.
 Preference is given to the facilitated model, the conceptual idea of which is the idea of an integral professional and personal development of a social rehabilitation student as a subject of educational process throughout the study period and further professional activities. According to these models, the key teaching technologies have been divided into three groups: traditional didactic (demonstration, asking and answering questions), problem-solving (discussions, problem-based situations, conversations) and facilitated (interactive technologies such as round-table discussions, brainstorming activities, case study etc.).
 It has been found out that American college and university teachers prefer interactive (group learning, gaming, reflective, combined, integrated, project-based, information and communication) technologies, the essential features of which are the problem-based nature of co-operative learning, partnership and dialogue. Effective use of interactive technologies helps to involve students in the process of cognition, develops students’ critical thinking, encourages them to participate in learning activities, become independent, develop their professional outlook, reflect upon their own educational and cognitive activities by promptly defining their learning outcomes, modeling real life situations, creating the atmosphere of community and co-operation.
 It has been found out that the system of professional training provides conditions for professional self-determination, self-development and self-improvement.