A developmental model linking professionalism and character growth is implemented at the U.S. Military Academy at West Point (USMA) through its programs and policies. The current study used growth-modeling techniques to examine developmental relationships between metrics of professional development and performance outcomes at USMA and assessed whether race, gender, and athlete status variables moderated the resulting patterns. Data were collected from cadets in the classes of 2017 and 2018, in their first through third years (N = 2,066). Metrics included grade point average (GPA) for the academic, military, and physical programs, and the periodic development review (PDR), a 23-item instrument developed by USMA that evaluates cadets on various professional values, including character attributes. Results indicated that academic and military program GPAs, PDRs, and honor violations were interrelated, with important group differences in GPAs and PDRs by race and between National Collegiate Athletic Association athletes and nonathletes. Models suggested resilience across the corps of cadets from the first to third year; however, group differences favored White and nonathlete cadets in GPAs and PDRs, including self-ratings, even when SAT was accounted for. Implications for junior officer professional development, as well as for professional ratings systems are discussed.