The implementation of the Pancasila student profile strengthening project is still limited, with gaps in teachers' understanding of its application. This study aimed to examine how the project contributes to improving the character of early childhood students. A qualitative descriptive approach was used, with data collected through interviews, observations, and documentation. Data sources included children in Group B, a principal, six teachers, and the project module. The results showed that the project enhances the Pancasila student profile dimensions, particularly in faith, devotion to God, noble character, cooperation, and creativity. The project involves designing, managing, assessing, and reporting on the project, with a focus on character development through project-based learning. The project was implemented in a two-week period, with activities such as environmental awareness, waste management, and planting. Teachers and students worked together to develop creative solutions for environmental issues, fostering cooperation and creativity. The project also included evaluation and follow-up activities to ensure continuous character development. The study concluded that the project is essential for enhancing the character of early childhood students, with a focus on the Pancasila student profile dimensions. The project was successfully implemented in the school, with students actively participating in activities that promoted environmental awareness and cooperation. The project also included a follow-up program to maintain and improve the positive behaviors and habits developed during the project.The implementation of the Pancasila student profile strengthening project is still limited, with gaps in teachers' understanding of its application. This study aimed to examine how the project contributes to improving the character of early childhood students. A qualitative descriptive approach was used, with data collected through interviews, observations, and documentation. Data sources included children in Group B, a principal, six teachers, and the project module. The results showed that the project enhances the Pancasila student profile dimensions, particularly in faith, devotion to God, noble character, cooperation, and creativity. The project involves designing, managing, assessing, and reporting on the project, with a focus on character development through project-based learning. The project was implemented in a two-week period, with activities such as environmental awareness, waste management, and planting. Teachers and students worked together to develop creative solutions for environmental issues, fostering cooperation and creativity. The project also included evaluation and follow-up activities to ensure continuous character development. The study concluded that the project is essential for enhancing the character of early childhood students, with a focus on the Pancasila student profile dimensions. The project was successfully implemented in the school, with students actively participating in activities that promoted environmental awareness and cooperation. The project also included a follow-up program to maintain and improve the positive behaviors and habits developed during the project.