Abstract: The article is devoted to the questions of studying particularities of vocational guidance of senior school students who experience intrapsychic conflict. The authors have used the 'Values/Availability Balance in Life Spheres' inventory offered by E. Fantalova to define whether a student has an intrapsychic conflict or not. Those whose intrapersonal dissociation level scored less than 32 points constituted a group of students 'with intrapsychic conflict', those who scored more than 32 points joined a group of students 'without intrapsychic conflict'. 99 male students aged 16 - 18 years old participated in the research. The research methodology was based on the comparative analysis of these two groups. The authors have also applied mathematical modelling that involved discriminant analysis. Respondents who experienced intrapersonal conflicts tended to select simpler and more understandable values such as active life, love, faithful friends, happy family life. Respondents without intrapersonal conflicts understood the importance of meta-values such as beauty of the nature, beauty of the art, self-confidence, creativity, new knowledge and experience. Analysis of the discriminant model predicting intrapsychic conflicts of school students proves the importance of taking into account particularities of vocational guidance on the development of intrapersonal conflicts.