This paper addresses the pros and cons educators may encounter if they are involved in a character education program. Those supporting a character education program offer the following reasons: (1) decline of a traditional family structure; (2) erosion of the values system of key institutions; (3) the position of schools as the second most important contributor to a child's value system, with family being first; and (4) prevalent troubling trends in young people, such as declining work ethics, declining civil responsibility, disrespect for authority, dishonesty, violence and ethical illiteracy. Those opposing a character education program cite the following reasons: (1) lack of research showing a direct connection between values and behavior; (2) an erroneous assumption that teaching moral values will reduce irresponsible behavior; (3) the idea that moral values provide limited guidance for moral decisions, known as value conflict; and (4) young people do not perceive the same social problems as adults and would not likely turn to teachers for advice. The results come from a review of the literature and from a survey of 271 educators, students, and employees of mainstream work environments outside of education, all in the Michigan-Indiana area. The research indicated strong support from parents, school employees, and the community for the development and implementation of moral and character development in public education. Contains 22 references and the survey instrument. (EH)