While choice opponents and proponents tend to focus on how programs impact achievement, the growing body of research indicating a strong relationship between future outcomes and noncognitive skills indicates a need to broaden the basis for assessing programs. This article synthesizes the existing literature on the development of noncognitive skills in private schools, charter schools, and public school choice programs. Comprehensive knowledge of the effects of school choice should include an understanding of the promotion of noncognitive skills and socially acceptable behavior in choice settings. This article highlights the need for future research examining the impacts of schools of choice on noncognitive skill development and student behaviors.