The paper considers the features of the formation of the professional worldview of officers in military pedagogical schools from the mid-17^th century to the present. The importance of the study is emphasized by the optimization of educational systems in military universities taking into account the requirements of the modern armed forces. The formation of personal qualities established by federal educational standards is not enough to form a set of views of an officer on his military-professional activity. The main idea of ​​the study is to identify the worldview priority in the process of professional education in educational organizations of the Ministry of Defense. The authors analyzed the military-pedagogical approaches of Peter I, A.V. Suvorov, M.I. Dragomirov, as well as the concepts of Soviet and post-Soviet formation of the army as a whole. The problem-chronological method was used to compare the features of the historical reality of each period with the concept of professional education of an officer proposed by a representative of this period. The analysis of the content of the educational systems of each of the considered military pedagogical schools allowed the authors to single out the formation of the military servant’s worldview as part of an independent pedagogical tradition and the main focus of all military pedagogical systems. Maintaining the principle of the priority of the worldview formation over other educational goals, Russian military pedagogical schools in each historical period create their own value and ideological systems. Despite the cardinal historical changes and the diversity of views of representatives of certain military pedagogical schools in Russia, a line of historical continuity is traced. The results of the study allow talking about the necessity of optimizing the system of professional education of officers in the process of their training in military educational organizations in favor of the focused formation of a professional worldview.