This article examines the resurgence in popularity of character education in the USA and Canada. It links this renewed interest to insecurities about academic achievement, economic competitiveness, civic engagement, personal safety, moral decline, and the loss of a common culture. Conceptualising policy as rhetoric, the article shows how character education policies in both countries use similar strategies to appeal to diverse audiences. The policies respond to desires for predictability and stability by claiming that traditional character education prepares students for the workforce, improves academic achievement, fosters active citizenship, creates safer schools, and teaches students universal values. The article concludes by proposing commitments to caring relationships and critical democratic education as socially just alternatives to traditional character education.