The article deals with the peculiarities of using the technology of "dyadic interaction" and situational learning of students. The analysis of their application in the experience of the Poltava University of Economics and Trade was conducted. The characteristic of functional forms and qualities of dyadic interaction is given, which, taking into account relative compactness and simplicity, were used by tutors of the Poltava University of Economics and Trade. This raised the quality of the dyadic interaction of the tutor with the students. The named stages of the student's work with the case: 1) "entry" and understanding of the economic situation; 2) statement of the diagnosis, finding out the possible causes of symptoms appearance; 3) determination the strategy of solving key problems (revealing the real reasons); 4) development of strategic alternatives (search for solutions); 5) evaluation and choice of alternatives (choice of optimal solution); 6) justification of the decision. It is concluded that mass application of the investigated technologies in the modern conditions of higher education in Ukraine is rather problematic. In addition to the material factors associated with the socio-economic crisis in education, acute psychological and organizational. Assuradely, the effective implementation of the indicated learning technologies is possible when its results are of vital importance to the students. The student (and not the tutor, as it is mostly objectively is now) will need these technologies for gaining new knowledge. On their basis, he will strive to become a professional, to prove his right to further creativity, innovation, better working conditions and payment.