School systems have the responsibility to promote student success and character education is one program used to help improve school climate. The purpose of this study was to investigate the relationship between the implementation of a school developed character education program and student perceptions of school climate in a city elementary school setting, and with a racial/ethnic diverse student population. Using archival data from the Comprehensive School Climate Inventory (CSCI) from 2017 and 2018, this study explored the effects of school climate after one year of program implementation for students in Grades 3, 4, and 5. The CSCI was also used to analyze school climate perceptions to determine whether students at different grade levels and racial/ethnic backgrounds responded differently to the program. A school developed survey completed in 2018 (i.e., PRINT survey) was analyzed to measure grade level differences in student character education program satisfaction, perception of character values of other school members, and self-perceptions of character values. Using a means comparison, the results from the CSCI identified an overall increase in school climate scores. An ANOVA identified one racial/ethnicity difference in 2018 and several grade level differences in 2017 and 2018. The results from the PRINT survey identified grade level differences across all three areas analyzed. Overall, the data trends suggest that the school showed improvements in school climate and that grade level and/or ethnic/racial identity of students may play a role in how they feel about the character education program and school climate. [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/en-US/products/dissertations/individuals.shtml.]