Charactereducation has become a nationwide movement that is increasingly receiving support among state governments, boards of education, and professional organizations. Nielsen (1998) reports that" forty-eight of the fifty states have completed or are in the process of completing state educational standards which address character education"(9). The state legis¬ lature of Georgia, for example, recently passed a bill requiring the development of a character curriculum based ona list of core values. The growing popularity of character education and the resulting state mandates create many challenges for educators. Faculty members and administrators of schools that are attempting to implement formal character education programs may find themselves asking questions such as these: What is character education? Will parents and the faculty sup¬ port this program? What curriculum materials should we use? How do we teach character effectively? This case study describes the experience of the teachers and administrators at Cravens Middle School, near Atlanta, Georgia, as they facedthe challenge of developing a curriculum for a character education program. 1