Character strengths are universally valued positive attributes, theorized to contribute to individuals’ well-being and functioning, as well as to the organizations and societies in which these individuals dwell. Research supports these ideas, while providing compelling evidence for their associations with individuals’ well-being and functioning in different contexts including couples and families, work, and education, and pointing to psychological mechanisms underlying these effects on individuals’ endorsement and use of strengths. The proposed presentation will review some of this knowledge, and build on it, to suggest the value of creating integrative research and intervention models that explore antecedents and outcomes of strengths endorsement and use of individuals within the social and organizational context in which they operate/dwell. I will provide examples of such theoretical models – while demonstrating their theoretical and practical implications. The final part of the presentation will comprise and example for an empirical examinations of a specific integrative theoretical model, which explored the associations of principals’ strengths’ use with principals’, teachers, and students’ attitudes and feelings in 87 schools in Israel. The findings point to links of principals’ strengths use with teachers’ strengths use and attitudes and with school climate, offering implications for leadership and organizational research.