There are dozens of books and hundreds of resources that address the issue of character development in students: how to raise them to be good people, how to teach them to be good citizens, how to help them to make good decisions. Little is written, however, about the character development of principals and school leaders, whose behavior is a model for the students they seek to guide and affect. What role have schools assumed in enhancing student character development and what specific roles do principals and school leaders play in leading these programs and modeling character for the school community? To give principals and school leaders insight into understanding their role as instructional leaders charged with promoting the success of all students and with sustaining character growth in the school community, the author introduces the Interstate School Leaders Licensure Consortium's (ISLLC) Standards for School Leaders (Council of Chief State School Officers, 1996). The 6 standards adopted by the ISLLC committee have been deconstructed by Hessel and Holloway (2002) into a set of four components of professional practice for school leaders; namely: (1) Demonstrating a personal and professional code of ethics; (2) Understanding one's impact on the school and community; (3) Respecting the rights and dignity of all; and (4) Inspiring integrity and ethical behavior in others. Here, the author provides some brief examples of how school leaders might actually apply these components in their school communities.