Over the past several years, there has been a resurgence of interest in--and reconceptualizing of-- character education in primary and secondary schools across the United States. An important question, then, is how this new emphasis on character development at the K-12 level impacts the work of university faculty and student affairs professionals. Are graduates of these primary and secondary schools with an intensive character focus arriving at their respective universities with heightened levels of grit and social intelligence? Are such qualities facilitating their ability to thrive at the postsecondary level? Are university faculty and staff coordinating with their K-12 counterparts to support the continued development of these qualities in newly matriculated students? The authors pose these questions in interviews with four different university stakeholders who can speak to the effects at the university level of the new character education emphasis in many American primary and secondary schools.