Character Development continues to be the all too unintentional elephant in the room of Higher Education. This project looked at what character development practices are being accomplished and who in higher education is making it happen. No longer satisfied with leaving the task to elementary and secondary education, higher education has begun to recover its place as the leader, and in many respects, as the trainer of leaders and teachers of character development. This project involved looking at literature on character development and searching through various college and university websites for signs of intentionality. A small number of colleges and universities discovered ways to host intentional programs or centers on Character Development. In order to substantiate these findings, the team surveyed select high-ranking administrators at four-year private, public, faith-based and non faith-based residential colleges and universities in the U.S. Department of Education's Region Seven which includes the states of Iowa, Kansas, Missouri, and Nebraska. The project revealed information and answers from experts representing various fields in higher education. The data gathered by the expert's detailed collective thoughts on the origin, definition, and facilitators of their personal character development. Colleges and universities can be more intentional in meeting the demands for producing graduates and alum who are more trustworthy and moral. A self-study tool was developed to assist any institution interested in pursuing the goal of establishing itself as a character development oriented college or university. [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.]