We offer a theoretical argument in support of a culturally consonant character education approach that seeks to enhance positive outcomes (e.g., academic self-efficacy, school belonging, and civic engagement) among youth of color. We argue that cultural differences are an integral part of character development and that educators who incorporate a culturally consonant character approach further enhance the social fabric of their class communities, strengthen communication between diverse students, and enhance civic engagement, trustworthiness, and reciprocal social relations.