There is a process of physical education specialists' personality's acme-traits development and forming during the acmeologically based lifelong vocational training explored in the article. The selection and modification of several methods carried out was done in the research, such as: test-questionnaire "Personality maturity"; questionnaire "Method of organizational ability assessment"; test "Determining of communicative abilities"; diagnosis of "Emotional intelligence" after N. Hall (following scales: emotional awareness, emotional control, empathy, recognition of other people's emotions); method "Self-assessment of person's creative potential". There were 194 students of "Physical education" specialty involved in the study. The control (98 people) and the main (96 persons) group of students were formed for the pedagogical experiment purposes. The control and experimental groups were homogeneous (V c = 17,3%; V e = 18,5%) at the beginning of the experiment. We used following standard methods of statistical data processing to analyse results of the study: the method of averages, the calculation of the Student's t-criterion, correlation and factor analysis. The interconnections of the acmeological competence components indicators were proved experimentally as a result of factor analysis such as: acme-motivation, cognitive-acmeological, acmeological-activity, personality's acme-traits (acme-motivational and personal, personal and professional, emotional and psychological, cognitive-acmeological and research). The biggest factor weight had the motivation of achievement (0,83), the ability to psychological proximity to other person (0,8), the attitude to them