The presented work is motivated by the problem of design online training model for developing of prospective music teachers’ professional competency. It intends to bridge a gap identified in the literature regarding tools and settings in MOODLE environment for providing e-learning in undergraduate professional training. Considering the requirement of close student-teacher interaction the model of small private online course based on signature pedagogy was suggested. The course was designed in the framework of the connectivist approach, which is characterized by a non-linear structure for providing integrative study and stimulation collaboration between participants. The purpose of the research was stated: Which tools and settings in MOODLE have affected the professional training of prospective music teachers in undergraduate e-learning? The research was conducted at Kazan Federal University during the educational professional practicum. 45 students of final academic levels studied full- and part-time regimes were involved during the academic year 2023–2024. The methodology used a satisfaction questionnaire with closed and open questions, implemented by the Google form. For evaluation, the results were chosen quantitative (mean score, median, standard deviation) and qualitative (grounded theory) statistical methods applied by SPSS package and Maxqda2020 software respectively. The results demonstrate the students’ assessment of the advantages and weaknesses of the online training model for professional e-learning. Based on study was concluded the effectiveness of learning online due to music teachers’ professional training is determined by the tools and settings provided by MOODLE that should be chosen accordingly to the educational goals and implemented in the course design.