This study concerns the use of character education practices in schools and how these practices can be integrated into the art education curriculum to benefit students from urban high-poverty backgrounds. I conducted a document analysis of research in character education referring to methods of integrating character education skills into classroom practice. I identified character education programs that provide instruction in the areas of the emotional resources that Payne (2013) suggests that students from high-poverty backgrounds lack. Then, I made connections between how these identified character education skills align to the studio habits of mind (Hetland, 2013) that the visual arts have been suggested to develop in students to create guidelines for art educators to implement in their classrooms.