Over the past 23 years, the national average for reading achievement among learners has ranked below grade level (Learned et al., 2019). The research focus was to understand why struggling readers' reading skills improved. Two research questions, two hypotheses, and two null hypotheses were developed for this study. No participants participated in the study, but 200 students' reading scores were part of it. Half of the scores were from the quasi-experimental group, and the other half were from the nonexperimental group. A quantitative methodology was best suited to this study because comparisons were identified between groups, a larger population was included, and statistical procedures, in contrast to qualitative methodology (Cook & Reichardt, 1979). Posttest and pretest results showed how incorporating character education enhanced struggling readers' reading achievement levels. There were 100 scores used in the quasi-experiment group. The scores of 89 students from the quasi-experimental group increased. This study shows that it is essential to utilize character education to increase reading proficiency. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]