This study examines the effectiveness of problem-based learning (PBL) technology in forming a foreign language professionally oriented competence of students of non-linguistic specialities. It was conducted with 60 students divided into experimental and control groups, who were taught a professionally oriented foreign language. The experimental group used PBL technology, while the control group used traditional teaching methods. The pre-and-posttests results showed that both groups demonstrated significant improvements in learning a professionally oriented foreign language. However, the experimental group demonstrated a significant improvement in retention of acquired knowledge compared to the control group. In addition, PBL technology was very interesting for the participating students, and it motivated them to study foreign languages in a somewhat more professional manner. This study provides empirical data confirming the effectiveness of PBL technology as an innovative tool in teaching a professionally oriented foreign language and in the formation of foreign-language professionally oriented competence of students of non-linguistic specialities.