This article presents the rationale and arguments for the presence of morals, values, ethics and character education in science curriculum and science teaching. The author examines how rapid science and technological advancements and globalization are contributing to the complexities of social life and underpinning the importance of morals, values and ethics. In order to help conceptualize and articulate a solid theoretical framework for the development of school programs, syntheses and analyses are presented to the philosophical and pedagogical questions related to morals, ethics and character education. Various obstacles in teaching morals/ethics and implementing character education in the sciences are discussed. For universal acceptability, a comparative study between the philosophical and theoretical basis of modern Western moral education and the universal Islamic moral values and education is outlined that may be helpful for future educators and researchers. A range of teaching, learning and pedagogical techniques are proposed that may foster morals, values and ethics in students' minds and develop various skills and attributes necessary for success in the sciences.