The research aimed to reveal the relationship between some personality traits and moral values among educational technology students, as well as identifying differences between the sexes (males - females) in some personality traits and moral values among educational technology students. The researcher applied the study to an initial sample of “80” students. Males - females.” The final study sample consisted of “320” educational technology students. The researcher used the descriptive approach and the researcher used the following psychometric tools: Personality Traits Scale (prepared by the researcher) and Moral Values Scale “prepared by the researcher.” The results of the psychometric study confirmed the absence Significant differences between the average scores of males and females for extroversion, and the presence of significant differences between the average scores of males and females for neuroticism in favor of the larger average. There are no significant differences between the average scores of males and females for the total score on the personality traits scale. There are no significant differences between the average scores of males and females for For social moral values, and the presence of significant differences between the average scores of males and females with respect to the scientific moral values of the scale in favor of the larger average with a correlation coefficient value of “0.05”. There are no significant differences between the average scores of males and females with respect to subjective moral values in favor of the larger average. There is no effect of interaction between gender. (males - females), academic specialization, and moral values among educational technology students, where the F value reached “0,” which is not significant. There is a weak, negative correlation between the total score of personality traits and moral values among educational technology students, and the value of the Pearson correlation coefficient is “-0.079,” and there is a significant effect. Statistically, the personality traits on the moral values of educational technology students were statistically significant at the “0.05” level. The higher the values of moral subjectivity, the higher their scores on the personality traits scale. The F value of the regression model was significant at “0.05,” and the T values were for the contribution of each dimension. The moral values scale and the total score were not significant except for moral self-values. Only they were significant and thus personality traits can be predicted through the contribution of moral self-values.