From kindergarten classrooms to college campuses, educators are becoming increasingly invested in developing students' character in addition to their intellect. Despite a growing body of scholarship that demonstrates the positive association of character and life outcomes, findings related to the efficacy of programs designed to develop character are mixed. This article takes a first step in studying the role of teachers in character education by developing an understanding of teacher practice grounded in character and positive psychology literature. This article also advances a teacher-centered understanding of instructional practices related to character education that is based on empirical studies of home-grown approaches to developing character in schools. The study focused exclusively on an assessment that required teachers to create at least one concentrated learning experience related to character education. Results from this study corroborated prior research demonstrating that teachers often implement character education in a manner similar to academic instruction. For practitioners, this study developed insight into the role of teacher education in shaping teachers' knowledge of character and character education. Additional results suggest that programs can use instructional approaches common to academic instruction as a foundation for developing teacher practice related to character education.