Introduction. The peculiarities of the future teachers of physical culture’s preparation in the Nether-lands are presented in the article. The research of the modern higher education system in the most developed countries in the world is useful for the consideration of theperspectives and directions of the development, revival of the methodological, contents and technological founda-tions of the higher education in the Ukraine according to the requirements of the modernity.Purpose. The study of the professional preparation of the future teachers of physical culture’s peculiarities in the Netherlands’ higher education establishments. Methods. The comparative analysis, synthesis, gener-alization, systematization and concretization. Results. The list of organizations, responsible for the development of the Netherlands' education system is presented. It is stated, the future teachers’ preparation in the Netherlands’ higher education establishments is ori-ented on the common secondary education establish-ments’ requests. Respectively, the peculiarities of the physical education’s organization in the education estab-lishments mentioned above are briefly characterized. The future teachers of physical culture’s preparation is se-cured by the six Universities of the applied sciences in the Netherlands. Different educational lines for the future teachers of physical culture are considered. The require-ments to the competencies of the physical culture teachers are analyzed based on the national professional stand-ards. The contents peculiarities of the future teachers of physical culture's professional preparation are discovered on the example of the sport studying school in the Univer-sity of Fontis. Studying at the University of Fontis allows to get the category of the first degree physical culture teacher. The preparation lasts four years, each academic year consisting of four blocks of ten weeks. It is general-ized, the practice at school is an important component of the professional preparation in the Netherlands. Originality. The modern experience of the future teachers of physical culture’s preparation in the Nether-lands. Conclusion. Social-constructivist approach is laid to the base of the educational programs of the physical culture teachers’ preparation, according to which the profession of the physical culture teacher lies in the base of the program, and the professional development of a student is in the social context, in which knowledge is built through the interaction with others.