Americans are troubled by what they perceive as a societal moral decline, and schools have responded with the implementation of character education programs. This study examines teachers' experiences and perspectives on a character education program implemented at their high school. Findings based on interviews with 16 high school teachers describe their experiences regarding the politics of administrative support, the community's role, curriculum and pedagogy, and how character education develops an awareness of moral issues. Based on these findings, suggestions are made as to how educators can utilize teachers' experiences in order to better implement and improve character education.