This report describes a program for improving moral character to increase academic achievement. Targeted population consisted of middle school students in a growing middle class community in a northern suburb of Chicago, Illinois. The problem, an absence of proper moral character, was documented through data collected from discipline referrals to the administration, teacher interviews and surveys that describe student behavior, and assessments that indicated student academic performance. Analysis of probable cause data revealed that students reported a lack of moral character related to home environment, violence in the media, and differing ethnic backgrounds. Faculty reported a lack of moral character relating to staff response to discipline, attendance, acceptance of derogatory remarks, and communication breakdown in school settings. Reviews of solution strategies suggested by reliable sources, combined with an analysis of the problem setting, resulted in implementing character education through literature-based learning for seventh and eighth grade students. Post-intervention data indicates some improvement of moral character, which in turn increased student academic achievement. Because of the intervention of a literature-based program, there was a decrease in the disciplinary infractions, an increase in grade point averages, and an improvement in attendance and cafeteria behavior. Recommendations include that the intervention be employed across the curriculum and that character education be a focus throughout the entire school year. Includes 20 figures and 12 tables. Contains 42 references. Appended are student interview forms, observation checklists, character trait mosaic, self cartoon template, I am...poem model, "The Mighty" T-chart on behaviors, and character trait mosaic group assignments. (Author/BT)