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The purpose of the article is based on the works of the Western theorists and practitioners of coaching and its Ukrainian interpreters, to find out the essence and main structural components of the coaching technique of «strong questions» and determine possible approaches and ways of its effective use in the personal and professional development of future primary school teachers. Methodology. The research methodology is focused on the creative use of two theoretical blocks: the first one concerns the basic principles of coaching as a unique philosophy of life and an effective tool for personal and professional development of a person; the second one – the Ukrainian experience of grounding the essence, structuring, typology of other basic and specific characteristics of pedagogical technologies. Such theoretical methods of scientific research as induction and deduction, generalization, comparison, content analysis were used. Scientific novelty. The scientific novelty of the study consists in the conceptualization of the possibilities of using the coaching tool of «strong questions» in training the future primary school teachers, which stimulates and has a complex impact on their personal and professional development. Conclusions. The results of the conducted research allow us to assert that the coaching technique of «strong questions» has been thoroughly developed in Western literature. Based on this theoretical experience, at the beginning of the 21st century it began to be implemented in the educational and other social spheres of Ukraine. The dual orientation of using the technique of «strong questions» in training the future primary school teachers has been revealed and shown. On the one hand, the scientific and pedagogical workers of higher educational institutions can actively use it in the organization of various types and directions of the professional training of the future specialists (conducting training sessions, joint determination of an individual learning trajectory, organization of research work, etc.). On the other hand, this coaching tool should take its proper place among the pedagogical technologies that the future primary school teachers master in the process of their professional training.