Introduction. This article is devoted to the consideration of such an urgent problem as improving the practical training of future technology teachers in the context of digitalization of society. The problem under consideration determines the need to search for new approaches and technologies aimed at increasing the efficiency of organizing practical training of future technology teachers in the context of constantly changing demands of the labor market and taking into account innovations in the field of technological education. The purpose of the article is to identify and characterize the capabilities of the 3D modeling and prototyping laboratory in the implementation of practice-oriented training of future technology teachers. Materials and methods. To achieve the research goal, a complex of theoretical methods was used: study of methodological, scientific-methodological, special literature on the theory and practice of implementing a practice-oriented system for training teachers, problems and prospects for training future technology teachers in modern conditions; empirical research methods: the accumulated and published teaching experience on the problem under study was studied; comparison and summarization of factual material, observation, testing, questionnaires and surveys were carried out; the products of students' activities, quantitative and qualitative analysis of student performance results were studied. Research results. The approaches and principles of practice-oriented teacher training at a university are analyzed. The equipment, tools, and technologies of the 3D modeling and prototyping laboratory are considered and characterized as one of the key factors in the effective training of future technology teachers with a practice-oriented orientation and a flexible structure that allows them to transform to the changing demands of the educational services market. The conditions for ensuring the quality, accessibility and practice-oriented professional training, retraining, and advanced training of specialists based on the integration of educational, scientific and production activities have been identified. Conclusion. Thus, an important means of improving the process of training future technology teachers is the need to introduce specialized laboratories, which, in the context of digitalization of the education system, are a key factor for increasing the effectiveness of the formation of professional competencies of future specialists in the conditions of a modern university.