This article is devoted to the presentation of the results of four years experimental' work in the form of analysis of subject-profile training of bachelors of education in the field of life safety. The presented experience is based on the results obtained during the design and implementation of curricula 2015, 2016, 2017 and 2018 in the practice of implementing the main professional program of training Bachelors in Security education Life at the Faculty of Life Safe, Herzen State Pedagogical University of Russia. The theoretical part is presented in the form of justification of the methodological basis for the development of subject-profile training through the following approaches to the organization of training of future teachers in the field of life safety: systemic, culturology, anthropological, integrative, synergetic, axiological, environmental. The practical part of the description of the experiment includes: the essence and content of the design, which is presented in the form of substation modules subject-profile training of future teachers of life safety fundamentals and presented in the form of an annual analysis of the educational results of bachelors of education in the field of life safety for each educational module (Basics of military service, Human social security, Protection of the person in emergency situations, Safety of Life in the Technosphere, Fundamentals of medico-valeological knowledge, Fundamentals of psychological safety in emergency situations, Environmental safety). The article presents the results of the annual analysis of the educational results of each academic year (stage) of subject-specific training, which was accompanied by the diagnosis of educational results. In constructing the analysis of educational results, the authors provided the following methods: testing (parametric quantitative statistics, reflecting the level of theoretical knowledge of students in the subject-profile training); solving a situational problem (reflects the ability of students to act in specified dangerous and emergency situations of various types); professional task for the construction of the educational process (reflects the ability to apply subject-specific knowledge of safety in the design of pedagogical activities). The diagnostic results (2015, 2016, 2017 and 2018) are presented in a comparative table indicating the results obtained for each module according to the traditional state system of points from 3 to 5 points.