The article deals with individual aspects in professional training of tourism specialists in the UK. It has been specified that alongside with the global development of tourism education, the UK revealed the potential of its tourism industry with the introduction of the Development of Tourism Act in 1969. Consequently, the tourism education in the UK has undergone three periods, namely, the establishment of the tourism industry and the comprehension of the need to prepare highly qualified tourism specialists, the development of tourism and hospitality courses, the large-scale foundation of higher education institutions offering tourism and hospitality courses. It has been clarified that the Quality Assurance Agency developed the Subject Benchmark Statement for Events, Hospitality, Leisure, Sport and Tourism, which is rather innovative and multidisciplinary, so that programme developers can take into consideration global challenges and needs of the modern labour market to prepare competitive specialists, who can become their own curriculum producers. It has been stated that future tourism specialists in the UK are fully supplied with innovative communication and information technologies and can pay much attention to developing practical skills while undergoing industrial placements, live case studies, participating in volunteering activities, gain valuable professional experience due to advanced facilities. The following recommendations have been outlined to improve quality of future tourism specialists' professional training in Ukraine: (1) to develop relevant regulatory framework for professional tourism education; (2) to analyze the market of tourism supply and demand in order to define which tourism specialists are most required and, consequently, to expand a spectrum of specializations in professional training of tourism specialists; (3) to improve the state of facilities at higher education institutions offering tourism courses and provide students with the opportunity to gain valuable professional experience in modern technology-enhanced classrooms; (4) to increase the practical component of future tourism specialists' professional training through implementing industrial placements, work-based learning, direct collaborations with practitioners and employers, live case-studies, life performance and events, etc.; and (5) to involve students into the design of their own curricula, so that they can feel themselves responsible for their learning outcomes.