Positive education can be broadly defined as the integration of traditional academics with building student character and well-being (Seligman, Ernst, Gillham, Reivich, & Linkins, 2009). More specifically, positive education examines the impact of interventions and programs on student well-being (White & Murray, 2015). Biennially, the International Positive Psychology Association (IPPA) presents an international conference, the World Congress on Positive Psychology (WCPP), showcasing the latest basic and applied research in the field of positive psychology. This year, more than 1,600 delegates from 60 countries around the world gathered in Melbourne, Australia to present, learn, and share opportunities. One of the workshops at the conference was an all-day positive education tour of three thought leading positive education schools in Melbourne. The author, a participant at the conference, found the tour of the schools in Melbourne impactful in three ways: (1) the frameworks used by each school are grounded in research; (2) participants were able to see how the practice of positive education is integrated into three very diverse environments: a public primary school, a private K-12 school, and an alternative secondary school; and (3) the impact of these programs was witnessed firsthand by interacting and speaking with students as well as through data collection. This article is about her experience at the schools she visited and what she learned from it.