This paper describes a qualitative study that examined how preservice teachers engaged in a "Second Life" activity intended to help them reflect on how knowledge of human rights may affect their professional practice. This process utilized a problem-solving strategy to determine their goal-oriented character traits. Therefore, the research question explored was, how do preservice teachers create a character that respects human rights? Through a symbolic introspective journey, participants engaged in think aloud protocols to reveal goal-oriented behavior guided by a strong moral compass. Data analysis utilized a means-end process, and results were recorded along two dimensions: stability and change and named insights. The first indicated a general inclination toward a persistent character with goals defined, while the second revealed insights into personal character traits that potentially aid or hinder achieving a goal, and as a result, possibly transfer to real world action.