The purpose of this study is to explain the spiritual deprivations and types of meeting the needs of students from Rumi's viewpoint to the realization of “Hayat-e Tayyebeh” (i. e. good life). The research method was content analysis of the verses. The research community consisted of a collection of books, commentaries and articles on Rumi's works that were purposefully sampled and studied based on the research categories. The units of analysis were correlated verses that were identified, categorized and discussed. Several spiritual deprivations and types of meeting the needs, and the impact of this process on human education were expressed. Data analysis was simultaneous with data collection. The findings suggest that understanding the dimensions of spiritual deprivations derived from the teachings of Islamic mystical education is what the seeker/student and trainer should be aware of; the important aspects of this understanding are: being aware of the authenticity of the different areas of life; responding the needs of each particular area properly; and also the authenticity of the exemplar of each area. Goal achievement is made possible by the consideration of the spiritual deprivations that were extracted from Rumi's views, and the determination to excellence using elements derived from his works, because being successful in different areas of life depends on using every aspect of life in its thorough capacity.  This research focused on the types of responses to the needs of students, and described seven types of such responses with illustrative examples. The researchers try to alert the authorities of education system that achieving  “Hayat-e Tayyebeh” will be possible through  the satisfaction and genuine fulfillment of needs.