<p>Virtue literacy, as defined by the Jubilee Centre for Character &amp; Virtue is comprised of virtue perception, virtue knowledge &amp; understanding, and virtue reasoning. This study explored the impact of pedagogical interventions designed to develop virtue literacy in postgraduate students. Instructional strategies, course activities, and assignments were intentionally designed to cultivate the proposed elements of virtue literacy. The hypothesis predicted that leadership candidates would advance in their development of virtue literacy over a period of two years. Students completed writing samples at three distinct points throughout the two-year program in educational leadership (<i>n</i> = 49). A quantitative review of frequency counted demonstrate growth in the use of 16 specific virtues in writing samples. Analysis of the rich qualitative data represented in the writing samples demonstrated a noticeable increase in naming and describing virtues, recognizing situations involving virtues, and discernment regarding situations requiring the application of virtue.</p>