The relevance of methodological support of project-based activities in the system of continuous agrotechnological education “school-university” is due to the high educational potential of this direction, which contributes to the effective development of students and strengthening of ties between educational organizations of different levels. Project-based activity acts as an instrument for the development of professional competences, creative thinking and interdisciplinary approach, which is especially important in the context of today's challenges. The aim of the study is to develop pedagogical conditions for methodological support of project-based activity on the example of the network project office of the Vyatka State Agrotechnological University and the Secondary School No. 7 in Slobodskoy. To achieve the goal, we used general scientific methods of research, including the analysis of scientific and pedagogical literature, generalization and synthesis of theoretical data, as well as questionnaire survey of teachers in Vyatka State Agrotechnological University and Secondary School No. 7 in Slobodskoy to identify the key problems of project activity organization. As a result of the study, the theoretical foundations of methodological support were established, the key problems arising among the participants of the network project office were identified, such as insufficient coordination of actions between the participants, limited resources and methodological base, as well as difficulties in the formation of students' motivation. In addition, a list of pedagogical conditions was defined necessary for successful support of project-based activities, creation of the network project office structure, formation of a team of specialists, organization of productive interaction of all participants of the educational process, support of the motivation system and development of students' professional orientation. Theoretical significance of the research consists in deepening the understanding of the problem of methodological support of project-based activity, as well as in the development of a scientifically grounded model of network interaction between school and university. Practical significance lies in the possibility of using the obtained results to improve the practice of organizing project-based activities in the conditions of network cooperation. The developed recommendations can be used by educational institutions to improve the effectiveness of project-based work, increase the motivation of participants and ensure continuity between educational levels. The proposed approaches can strengthen partnership relations between schools and universities, which creates conditions for the training of highly qualified specialists in agrotechnological industry.