This study addresses the moral and behavioral decline among Mauritian youths that followed introduction of the CPP Value-Based Differentiated model which integrates moral and spiritual values into teaching practices. Evaluation involving university and high school students, along with instructors, indicates the model's effectiveness in instilling proactive, mindful behaviors and reducing disciplinary incidents. However, challenges include the model's limited focus on certain values, notably life satisfaction, forgiveness and institutional resistance based on the current rigid, knowledge-centered education system. Instructors also face financial constraints and inadequate training in attempting to implement such pedagogical approaches. The study emphasizes the need for curriculum reforms to redefine student success to include character development alongside academic achievement. Addressing institutional barriers and providing support for educators is crucial to facilitate holistic student growth.