The purpose of the study was to determine the effectiveness of character education programs implemented in schools on students with behavioral and learning disabilities. The participants were 32 students in a K-6 elementary school and among these students included eight non-disabled or gifted, 24 with disabilities, or at risk of school failure. Male students were twenty-one while 11 were female. Caucasians were 28, African-Americans were three, and only one was Hispanic. The study was set in an inner-city K-6 elementary school located in a little New England city and occurred during the Spring of 1997. Both dependent and independent variables were used and include students’ knowledge of the curriculum and the students’ perceptions of the character education programs The research Design involved an ethnographic interview to acquire data about the student’s knowledge of the curriculum as well as their perceptions of the program. The procedure for the phases of the study include identification of variables; data collection through ethnographic interview; data analysis, sorting, organizing and coding, and documentation The results reveal the satisfaction of students with disabilities about the character education program; in fact, they found it to be fun. Moreover, every student benefited from the program. The implication of this research to my proposed study is that it provides an insight into the significance of the character education programs to particular beneficiaries. Character and Academics: What Good Schools Do The purpose of the study is to demonstrate that implementing character education programs is compatible with efforts to improve school achievement with the aim of encouraging more schools to embrace these programs The participant in the study is an elementary school that made an application to the California Department of Education in 2000 asking for recognition as the distinguished elementary school The setting of the study is an elementary school in California. The dependent variable is the character education The independent variable: academic achievement across a range of elementary schools The research design was characterized by the use of a stratified random sample where 120 elementary schools were sampled The randomization of data collection was applied so as to reduce the errors associated with the biased selection of samples. The study entailed a study of each of the chosen samples that were arranged in stratification. The results indicated that character education is compatible with schools’ objectives to enhance their performances. The implications of this research for my proposed study are that it provides definitions for character education as well as its compatibility with regular education programs. Can Character Be Measured? The purpose of this study is to determine whether the character is measurable. The study, therefore, explored various literature addressing the issue of character quantification, which revolved around two opposing premises:   * Morality is not definable in an empirical sense   * Moral reasoning can be examined, taught, and evaluated The study further looked at the following definition:   * Moral development research   * Delimitation of the