The study of character and literature are intrinsically linked. Over the past 100 years, there have been well-established methods for the analysis of literature. Christopher Peterson (2006) argued that “we should develop and use as many strengths of character as possible” and he also advocated that schools are ideal institutions to teach character. With the rise of the positive education movement since 2009 strength-based interventions have become more sophisticated. However, the primary examples of positive education are psychological interventions. While Peterson's assertion, in theory, sounds logical, teachers of character or teachers with character are often confused and there are very few examples of the pedagogy of posiutive education. Can the application Peterson and Seligman's character strengths enrich reflective practice in teaching? With calls for a more integrated approach, evidence-based examples of reflective practice to integrate character strengths within the discipline of literature is an overlooked area of research. This presentation introduces a 1) theoretical model incorporating Brookfield’s (1995, 2005, 2012, & 2015) reflective practice and Seligman and Peterson’s (2004) strengths classification 2) provides examples of application in the teaching of Shakespearian drama and the visionary poetry of William Blake, Gerard Manley Hopkins, Zbigniew Herbert.