The study examines the implementation of the Pancasila Student Profile Strengthening Project as an effort to enhance the character of early childhood. The research employs a qualitative descriptive approach, using data collection techniques such as interviews, observations, and documentation. The study focuses on Group B children, one principal, six class teachers, and the project module for strengthening the Pancasila student profile. The Miles & Huberman interactive model is used for data analysis. The results indicate that the project can effectively improve the character dimensions of the Pancasila student profile, particularly in faith, devotion to God, noble character, mutual cooperation, and creativity. The project involves several stages: designing the project, managing it, processing assessments, reporting results, and evaluating and following up on the project. The design phase includes forming a facilitator team, identifying the school's readiness level, selecting dimensions and themes, and developing the project module. The management phase involves initiating the project with provocative and contextual strategies, optimizing through actions, and closing the project with a celebration of learning outcomes. The assessment and reporting phase involves collecting and processing assessment results and preparing project reports. The evaluation and follow-up phase includes assessing the design, management, and implementation of the project, and promoting positive actions and habits. The study concludes that the implementation of the Pancasila Student Profile Strengthening Project is essential for enhancing the character of early childhood. The project at TK Unggulan Aisyiyah Mardi Putra Bantul has successfully implemented these steps, leading to positive outcomes in character development.The study examines the implementation of the Pancasila Student Profile Strengthening Project as an effort to enhance the character of early childhood. The research employs a qualitative descriptive approach, using data collection techniques such as interviews, observations, and documentation. The study focuses on Group B children, one principal, six class teachers, and the project module for strengthening the Pancasila student profile. The Miles & Huberman interactive model is used for data analysis. The results indicate that the project can effectively improve the character dimensions of the Pancasila student profile, particularly in faith, devotion to God, noble character, mutual cooperation, and creativity. The project involves several stages: designing the project, managing it, processing assessments, reporting results, and evaluating and following up on the project. The design phase includes forming a facilitator team, identifying the school's readiness level, selecting dimensions and themes, and developing the project module. The management phase involves initiating the project with provocative and contextual strategies, optimizing through actions, and closing the project with a celebration of learning outcomes. The assessment and reporting phase involves collecting and processing assessment results and preparing project reports. The evaluation and follow-up phase includes assessing the design, management, and implementation of the project, and promoting positive actions and habits. The study concludes that the implementation of the Pancasila Student Profile Strengthening Project is essential for enhancing the character of early childhood. The project at TK Unggulan Aisyiyah Mardi Putra Bantul has successfully implemented these steps, leading to positive outcomes in character development.