This research was motivated by the presence of social behaviors among third-grade students of Ammar Class at SD IT Bunayya Pekanbaru that do not fully reflect expected character values, such as lack of discipline, irresponsibility, and dependence on teachers and peers. The purpose of this study is to describe the process of implementing character education conducted by the teacher and to identify supporting and inhibiting factors. This study employed field research with a descriptive qualitative approach. The subjects were the class teacher and 31 students, while the data collection techniques included observation, interviews, and documentation. The results revealed that the implementation of character education was carried out through modeling, habituation, motivation, and reinforcement in daily school activities. The supporting factors included the teacher’s active role, school support, and parental involvement, while the inhibiting factors were students’ lack of awareness, limited time, and external environmental influences. The study concludes that the implementation of character education by the classroom teacher has a positive impact on shaping students’ social behavior, although it still faces challenges that require continuous improvement.