The article deals with the problems of implementing the project-based learning method in professional education. The aim of the study is to identify the key factors hindering the full use of the method in educational practice. The research methodology is based on a systematic approach and includes methods of description, comparison, comparative analysis, and generalization. The project-based learning method fully meets the objectives of the competence-based approach in professional education. For a number of areas of training, the project-based training method is also significant in that it allows you to demonstrate the formation of graduate competencies to a potential employer. This is mainly reflected in the results of project activities. The positions of subjects interested in the results of the educational process are formulated. The adoption of the project-based learning method by participants in the educational process – students, teachers, and University administration – is hindered by negative motivation, which clearly prevails in the short term. It is concluded that for the actual, real, and not formal transition to the use of the project-based learning method, measures are needed not to be imposed by the state, but to stimulate participants of the educational process.