Character strengths improve performance and well-being but are rarely studied among early childhood educators. This qualitative study describes how in-service early childhood educators (n=17, United States) resolved workplace challenges following a character strength application intervention. During professional development, teachers learned to write action plans to use character strengths (e.g., perseverance, kindness) to address their challenges. Teachers reported a 71% success rate in fully or mostly resolving challenges using this method. Another 22% experienced partial success. This study documents how teachers matched character strengths to personal challenges with children, coworkers and parents. (author abstract)