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Abstract: The article deals with the specificity of teaching a new higher school discipline “Economics of Education”, which is built on the basis of the courses of economic theory and economics (for Bachelors).The specificity lies in the fact that according to a number of Federal State Educational Standards for pedagogical universities this discipline is included, the same as Economics, in the variable part only, or only in the basic part, whereas Economics is included in the variable part. This fact makes it difficult to form the necessary competences of a future teacher and demands diversification of the forms of students’ individual work. Economics is studied now through the analysis of economic problems of the school. The practical course “Economics of Education”, which includes the system of independent and classroom activities, gives students an opportunity to learn financial problems of school management. It also allows students to take part in marketing strategy and tactics of a school and to act as school director, besides it makes possible to analyze the dependence of the results of learning and teaching on different factors: school staff, material and financial support. The independent collection of the necessary information from the official websites of schools helps students to study empirical part of research; interpretation of the results of analysis, recommendations to promote efficiency of school helps to develop the competencies that correspond to the requirements of professional standard of a teacher.