Some of the students in our classrooms doubt their intellectual strengths--their knowledge, abilities, and skills. They may be unaware of the intellectual strengths they have, or may ignore, lack confidence in, or under-estimate them. They may even incorrectly judge themselves to be intellectually inferior to their peers. Students who do such things consistently are deficient in the virtue of intellectual pride--in appropriately 'owning' their intellectual strengths--and are on their way to developing a form of intellectual servility. Can the 'standard approach' to intellectual character education help these students make progress toward intellectual pride? This article argues that there are two limitations in its ability to help. First, the standard approach isn't likely to help unless it is combined with classroom strategies for ameliorating servility. Second, even when it is combined with ameliorative strategies, any progress it might make in the classroom is likely to be fleeting when a student's servility is caused by systemic epistemic injustice. This article suggests that rather than prioritize the standard approach, we prioritize strategies that aim at systemic change and amelioration.