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Abstract: The article presents a comparative study of empathy and reflexivity of psychology students who studied in 2012 (44 people) and in 2019 (47 people) at Ural Federal University. The study of these professionally important qualities in students and specialists of helping professions is a classic topic of psychological research, but data from comparative studies using a time-lag design were not found. However, such studies are necessary to analyze the quality of the education system. Thus, the research interest is to find differences between the level of formation of professionally important qualities in students studying in 2012 and 2019. The following empirical methods were used: “Diagnostics of the level of empathy” by V. V. Boyko (modified by the author of the questionnaire), “Methods for determining the individual measure of reflexivity” by A. V. Karpov and V. V. Ponamoreva, “Definition of the person’s orientation” by B. Bass. The advantage of the study is the use of a modification of the methodology of V. V. Boyko, which has passed standardization. There were significant differences between the samples: students in 2012 had a higher level of communication reflection and “focus on yourself”, while students in 2019 had a higher level of “focus on business”. A correlation study showed that students in 2012 have closely related indicators of empathy and reflexivity, while students in 2019 have much less connections between indicators, and the emotional and cognitive components of empathy do not correlate with each other. It is concluded that the students of 2012 were more prepared for professional activity in a meaningful way, while the students of 2019 focus on the organizational aspects of the psychologist’s activity. Further monitoring of the studied indicators is required, their correlation with the success of professional activities and correction of the curriculum.