The development of character education programs that consider gender aspects is an important effort in strengthening character values that are in line with gender roles in the early childhood education process. This study aims to unravel the appropriate learning planning so that teachers can recognize: the characteristics and needs of students based on gender in Kindergarten (TK), strategies for teaching character values that are in line with the gender roles of each student, the characters reflected in students in daily life, and further efforts (recommendations) for gender-based character development in children. This study is qualitative research, where data is obtained through observation activities, interviews, and document studies. The research findings show that: 1) The steps taken by educators in learning planning at TK Putroe Nahrisyah Lhokseumawe are: (a) conducting a meeting at the beginning of each semester involving all teachers/educators to formulate instruments for identifying student characteristics and all necessary needs, (b) reviewing teaching materials to be adjusted to the needs of the students. 2) Strategies for teaching character values that are appropriate to each student's gender role include: (a) being a positive example, (b) continuously explaining character values, (c) providing equal space and opportunities for all students, and (d) collaborating with parents/guardians and the campus. 3) The dominant character reflected in students' daily lives at TK Putroe Nahrisyah Lhokseumawe are empathy, courage, creativity, collaboration, discipline, and honesty. The implications of these findings are: 1) teachers enrich learning materials, 2) teachers maintain an inclusive environment, 3) teachers become appropriate role models, and 4) teachers use educational technology.