In this study, the researchers examined what high school administrators did prior to implementing an effective character education program to earn the National School of Character distinction. The researchers chose the Quality Implementation Framework as the theoretical framework of the study. Few studies on character education and high schools existed in the literature. The researchers interviewed 12 current and/or former high school administrators from seven states in the United States of America. The main data sources were the interview transcripts. Upon completion of the interviews, each participant member checked the transcripts for accuracy. In this descriptive, qualitative study, the researchers used Microsoft Teams to record and transcribe the interviews and MAXQDA for coding purposes. Data analysis steps included coding the transcripts, categorizing the codes, and developing themes. Four themes emerged from the data analysis: embedded character education, tailored programs, staff commitment, and the cost of character education. The future administrator, who may implement concepts of this study in a high school, should also be cognizant of time, strengths, and weaknesses of character education in the school, needs assessments from stakeholders, and creation of leadership teams. [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.]