In the classical tradition of education that emerged from the ancient Greek paideia, there is a productive pedagogical sequence of mixed methods for virtue education. First, stories of heroes are paired with physical training. Virtue concept-learning comes next, and strategies involving imitation are adjusted as a student intellectually matures. In this article, the author argues that the classical pedagogical sequence--and in particular the strategic pairing of imitation and discursive reasoning--models how to successfully transition a learner from habituation to phronesis development in order to foster virtue development. Furthermore, the classical model offers a framework for thinking of virtue formation strategies not as stand-alone tools but as part of a broader narrative of training, suitable to age and building on the work of the methods that preceded them.