Evidence existed to support effective character education efforts, though there were no previous known studies that presented findings on the common practices school principals took in the implementation process. In this study, the researcher utilized an exploratory collective case study qualitative research design to explore the process of implementation of effective character education initiatives, specifically the common actions school principals took to maximize effective implementation. The researcher investigated character education implementation and school principals' leadership of this process in three elementary National Schools of Character through semi-structured interviews and document analysis. The researcher found six overarching themes surfaced among the data, including: Explicit Structures to Support Implementation of Effective Character Education Initiatives, Implied Norms to Support Implementation of Effective Character Education Initiatives, Continual Improvement, Collective Ownership, Principal Leadership Behaviors, and Perceptions of Principals' Care for Others. The researcher found that principal leadership behaviors to develop explicit structures and implied norms to support implementation of effective character education, coupled with collective ownership strategies and a goal of continual improvement were important roles of school principals who led character education implementation. The researcher also found that principal leadership behaviors explained as challenging the status quo, being an active but equal participant on the larger team, providing professional development, and demonstrating servant leadership qualities were described most frequently among school faculty members. This study informs school leaders on ways they may maximize their effectiveness as principals leading character education efforts. Furthermore, schools seeking to implement strong and sustainable character education initiatives may gain insight from those who have demonstrated prior success in doing so. Practical implications, as well as recommendations for future research, are discussed. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]