The necessity of forming a project-technical competency of students in technical universities is due to the transition of the industrial areas to science-intensive technologies and the need for active involvement of professionals in their elaboration, implementation, and technical calculations. In this process, a key role should be given to a teacher of physical and mathematical disciplines, his readiness for the process of the students’ project-technical competency formation in the study of these disciplines. In this regard, this article actualizes the problem of developing methodological support for professional development of physico-mathematical sciences teachers, contributing to their choice of optimal content and technologies for teaching mathematics and physics, aimed at forming the project-technical competency of technical university students. The article materials may be useful both for teachers of physico-mathematical disciplines, and for teacher education university students—future teachers of physico-mathematical disciplines.