Suffering, as an inevitable reality in human life, can play a decisive role in the process of education and development of an individual; because consciously facing suffering strengthens patience, deepens spiritual beliefs, and forms sustainable attitudes towards life. Viktor Frankl, the founder of semantic therapy, considers suffering as an essential context for the spiritual growth and transcendence of the individual, and on the other hand, the teachings of Islam also emphasize the pivotal role of suffering in the education of the soul and human perfection. Therefore, this research has attempted to analyze and examine the educational components of the concept of suffering from the perspective of Viktor Frankl and the teachings of Islam in a descriptive-analytical manner and a comparative approach. In this regard, by examining this concept in the teachings of Islam and comparing it with Frankl's views, the following results were obtained: Frankl, in discussing suffering, has raised educational components such as suffering and meaningfulness, suffering and worldly transcendence, suffering and otherworldly salvation, suffering and responsibility, and suffering and hope. Frankl's perspective in these components is consistent with the teachings of Islam. The difference is that in the component of suffering and meaning, he does not mention the suffering caused by divine testing, the consequences of actions, and the atonement for sins, which Islam pays special attention to. In the component of suffering and hope, he also presents hope in a general and human way, which is different from the teachings of Islam,