Research suggests that children begin to internalize moral rules during the adolescent years when self-reflection and the desire to integrate and prioritize different core values is strongest (Blasi, 1983). Until then, they rely mostly on extrinsic forms of motivation in which they adopt the norms and rules of society, which they obey to avoid negative consequences to the self (Kohlberg, 1969; Krettenauer, 2013). Certain environments support children's internalization of moral rules, whereas others frustrate it by undermining children's basic psychological needs (Deci & Ryan, 1987). Studies have shown that moral development is dependent on these needs being met (e.g., Al-Khouja et al., 2020), which is why school psychologists, who design, implement, and evaluate services that promote well-being, may be uniquely equipped to support children's moral development. Character education programs aim to make these practices intentional, clear, culturally sensitive, and measurable. This article begins with the current state of affairs and the need for caring school communities. It then discusses one specific character education program and how school psychologists can be integral to the implementation and assessment of character education more generally