Determining what constitutes morality provides for a greater understanding of what moral education is and what it can achieve. Research indicates that prisoners benefit from educational programs because they provide prisoners with the necessary requisites to return and function in society. However, problems arise with regard to moral education in prison because prisoners perceive it to be a form of control and indoctrination by their supposed oppressors. In this paper, I present relevant literature for the advancement of moral education in prison. The paper is divided into five sections. The introduction deals with the misconceptions which prevail in regard to moral education. Section 2 rationalizes the need for an understanding of morality. Section 3 highlights Kohlberg's cognitive developmental morality. Section 4 discusses moral education, and finally, Section 5, the conclusion, rationalizes the necessity for further research in the area of moral education in prison. (Author abstract)