This paper presents and provides insight into the socio-pedagogical conditions of personal morality. It was experimentally proved that choosing the right options and arrangement of certain conditions makes possible to direct the educational process in accordance with the intended purpose. This paper characterizes a macro-environment, and the productive forces, material and spiritual values, manufacturing, state political and other public organizations which are related to it. As well this paper characterizes a micro- environment, the main components of which are: primary training group, public organizations at the place of residence, informal groups and others. A combination of factors that ensure the efficiency of moral development of cadets who study at higher military education institutions was defined in this paper as well. It is proved that a particular moral action is always determined by the consistency of the external and internal conditions. The paper defines public conditions (military groups, military pedagogical process, military rituals etc.), as well as material and physical conditions (life of service personnel, military equipment and weapons, climate, etc.) of good moral development of the military personnel. It is proved the importance of a focused study of the socio-humanitarian cycle of compulsory subjects and introduction of special courses, which will contribute to the formation of students’ moral culture. Based on complex theoretical and empirical methods (retrospective and systematic structural analysis, synthesis, comparison, modeling, generalization, questionnaire, testing, interviews, self-assessment, etc.) it was proved the necessity of humanization and humanitarization of the educational process of higher military education institutions and creating a personal and professional oriented program taking into account the existing level of students’ morality, their sex and age, individual and psychological, professional and productive, belief and personal, socio-political features.