An action research project developed a program for implementing character education to improve behavior, particularly as related to respect and responsibility and to reduce inappropriate behavioral choices. Targeted population consisted of junior high and high school students at three sites in a community located in a Midwestern suburban metropolitan area. The behavioral problems in the classroom were documented through data from administrative records revealing the nature and frequency of discipline problems, student and staff input from surveys, interviews, and focus groups. Analysis of probable cause data revealed that students reported individual differences and exposure to experiences with which they were not yet prepared to deal. Faculty reported lack of parental involvement, lack of student accountability and responsibility, and increased awareness of and desire for material possessions. Reviews of curricula content and instructional strategies showed over emphasis on academic content and deficiency in relating the material to the students' personal lives to develop student decision-making abilities. A review of solution strategies, combined with analysis of the problem setting, resulted in selection of four categories of intervention: (1) help students identify social morals and values of society; (2) teach responsibility through empathy and self discipline; (3) encourage parental involvement in the student's educational life; and (4) establish class activities that promote student responsibility for problem solving and conflict resolution. Findings suggest that implementation of the character education program improved student levels of respect and responsibility. Administrative data gathered documented a reduction in unacceptable behavior. Results from post-surveys indicate this program was effective in raising awareness of character education, hence improving student behavior in the school setting. Includes seven figures. Eight appendixes include consent forms, behavior survey, Likert Scale behavior survey, teacher pre-survey, student focus group, student post-survey, and teacher post-survey. (Contains 21 references.) (Author/BT)