This case study explores the perceptions of teachers, administrators, students, and parents regarding the impact of character education on in-school suspension programs. The study utilized qualitative data including personal interviews and surveys conducted at two rural middle schools in Georgia and South Carolina over a period of several semesters. Participants of this study consisted of 30 teachers, 5 administrators, 40 parents and 43 students. Publicized cases of school violence, school shootings, and violent crimes among youth propelled the need for this study. This study explored discipline by means of character education and contributes to existing literature by exploring perceptions of character education in school-based programs. Because this study relied on subjective data and individual participant's experiences and perceptions, a qualitative approach was used to collect and analyze the data. The Chi-Square Analysis is a non-parametric measure for interpreting the statistical significance of non-quantitative data and is therefore appropriate for understanding and reporting perceptive responses. This case study was limited to two rural middle schools located in different states that shared similar demographics. A variable of the study is the potential for different socialization practices and/or school or state regulations. Nevertheless, the statistical significance of the research results revealed that most teachers believe that character education has caused a moderate to significant decrease in the number of in-school suspensions by changing students' attitudes and values, impacting behavior. Teachers incorporate character education in their classrooms on a daily or weekly basis, often using a direct approach in Georgia or an indirect approach in South Carolina. Teachers and administrators unanimously agreed that the in-school suspension teacher should be responsible for teaching and reinforcing character education (CE). Finally, parents, students, teachers and administrators valued collaboration between the home, school and community when addressing character education. The qualitative findings highlighted a need for continued emphasis on character education at the middle school level. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]