Introduction. The article discusses the main provisions of the continuity of vocational education in general and the continuity of mathematical training between the levels of secondary vocational and higher education. Purpose: generalization of the experience of organizing mathematical training on the example of SVE specialty 35.02.08 “Electrification and automation of agriculture” and the level of training of bachelors 35.03.06 “Agricultural engineering” at the local level. Materials and methods. This study is based on the analysis of Federal State Educational Standards of secondary vocational and higher education and the experience of organizing the continuity of mathematical training in the practice of a professional educational organization Yoshkar-Ola Agricultural College of Volga Tech. Results. The study showed that the continuity of education is implemented at the state, regional and local levels. The continuity of mathematical training at Yoshkar-Ola Agricultural College at the local level is provided in the target, content and methodological components. The target component of continuity in the conditions of continuous technical education “college – university” is to determine the common goal of mathematical training – the formation of the mathematical competence of technical students by means of professionally directed training. The substantial component of continuity is provided by the variable part of the block of educational disciplines, allowing, on discipline alternative basis, to combine the systematic nature of the acquired profile knowledge with its deepening and expansion, integration with related subject areas and practical application. The methodological component of continuity is ensured by the development of a methodological system of professionally directed teaching of mathematics to future mid-level specialists, which is determined by a set of objective factors affecting the learning process, such as the age characteristics of students, the system of state standards and the general concept of mathematical education, especially the content of programs in the disciplines of the mathematical unit and the level of informatization of the educational process. Conclusion. Thus, the organization of continuity of mathematical training in the framework of continuing technical education “college – university” provides students with more effective and optimal training in the system of secondary and higher professional education.