This research employs a descriptive-analytical method to examine the approaches of Imam Khomeini and Ayatollah Javadi Amoli in providing solutions for overcoming and eliminating moral vices in two works: "Sharh-e Chahardah Hadith" and "Marahel-e Akhlaq in the Holy Quran." Self-purification and moral education, as one of the most important goals of Islamic ethics, are the main focus of these two approaches. Imam Khomeini emphasizes the struggle against the self, contemplation, determination, self-commitment, vigilance, and accountability, while also utilizing preaching and emotional connection to offer a practical and gradual method for moral reform. He pays special attention to the role of a spiritual mentor, prayer, and remembrance, as well as using simple and tangible examples. Ayatollah Javadi Amoli, on the other hand, emphasizes stages of removing obstacles such as repentance, asceticism, discipline, vigilance, and accountability, and presents a more philosophical and systematic method for moral refinement using literary and scientific language. He views vices as incidental and virtues as innate, believing that by eliminating vices, innate virtues can flourish. Both approaches share a common goal of purifying the intellect and refining the self to achieve monotheism, but they differ in methodology. Imam Khomeini's method focuses more on preaching, emotional connection, and practical education, while Ayatollah Javadi Amoli emphasizes philosophical analysis, self-awareness, and individual awakening. These differences reflect the diversity and richness of educational approaches in Islamic ethics.