<![CDATA[This study evaluates the implementation of the character education program at an Indonesian elementary school that has run for more than five decades without ever being formally evaluated. Using the CIPP (Context, Input, Process, Product) evaluation model, the study aims to determine the alignment of the program with the school vision, the readiness of supporting resources, the consistency of implementation, and the resulting changes in student behavior. A qualitative single-case study design grounded in the constructivist paradigm was employed. Twenty-nine informants across eight purposively selected clusters, comprising the principal, vice-principals, teachers, a counselor, non-teaching staff, parents, and students, were interviewed, observed, and their related documents analyzed. Data were examined using the Miles and Huberman interactive model and verified through triangulation, negative case analysis, and member checking. The findings show that the Context dimension was partially aligned, Input was reasonably prepared, Process was reasonably effective, and Product was partially aligned. The program's strength lies in consistent daily habituation and teachers' exemplary conduct, while its weakness concentrates on formal documentation, namely unstandardized attitude-assessment rubrics and a school-family partnership that remains underdeveloped. The school's character culture has grown faster than its documentation and measurement systems, indicating that the program should be continued with targeted improvements rather than discontinued.]]>
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