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Abstract: The article deals with the history of organization of studies in the first Latin school in Ekaterinburg, opened on the initiative of the general manager of state-owned factories in the Urals and Siberia, V. N. Tatishchev, in 1735. The issue has not been studied in literature in detail before. On the basis of school reports submitted to the headmaster at the end of each trimester, teacher’s orders for books, paper, schoolbook purchasing, certificates given to the best students, the certificate issued to the teacher K. Kondratovich when he was dismissed from school in December 1741, and the content of educational books the author characterizes the curriculum and the methods used by the teachers. It is reported that the pupils were divided into several classes, from two to five in number, the programs of which were different. The school had three teachers: a German L. Sehting, who taught foreign children using their own schoolbooks, the exile A. Nakrapayev, who acquainted students with the fundamentals of language learning, and K. Kondratovich, who arrived in Ekaterinburg with Tatishchev as an interpreter. The main merit for training the majority of students belonged to Kondratovich, who received good education in the Kiev-Mohylanskaya Academy. He compiled lists of ordered literature, prepared a Latin textbook for publication in Russian, and actively used Russian books from the collection of the Chancellery and foreign publications from the library of the Mining Department in addition to the school book supplies. The children of the clergy, who made up the bulk of the students, and some sons of factory specialists were taught Latin grammar — spelling, etymology, syntax, prosody, learned to translate texts, compose poems, and got acquainted with rhetoric, history, and poetry. The most capable students even studied logic, physics, and theology. For the first time, schoolchildren met with the writings of the classics of ancient Greece and Rome. Memorization of written texts, their translation, speaking Latin, performing special tasks, compiling broken verses, interpreting texts, and listening to the reading of books by the teacher were used as the main teaching methods.