In the last century, higher education has witnessed a shift away from explicit character education. Although scholarship has recently reemerged on the importance of character in college, there are almost no empirical investigations of courses intentionally designed to impact student character at the college level. The current study examines an innovative course intervention called 'Commencing Character' designed to intentionally teach 16 target virtues through direct instruction, application of seven research-based strategies of character development, and engagement with over 40 commencement addresses focused on character. Comparing pre- and post-course self-reports, results indicated significant group differences in the development of seven targeted virtues when comparing students in the course (n = 31) to a control group (n = 49). These results show that a course focused explicitly on character in a way that is developmentally- and contextually-sensitive can promote the development of specific virtues.