There was widespread agreement that early childhood was an important period of nurturing a child with a good character. In order to realize the similarities and differences of teachers’ curricular consciousness and teaching strategies in character education between Montessori and Unit curriculum models, the researchers participated in two classrooms of the experienced young children’s teachers by utilizing observations and interviews to collect data in one and half years. The collected data were analyzed by the theme analysis and the findings were as the follows. Both teachers believed that “responsibility” was the most important item of character education; however, the differences of the curricular consciousness created the diversities of teaching strategies. In Montessori education, children were initiative in learning and teachers were facilitators to promote the character education. Conversely, children were as papers in Unit curriculum and the teacher was the activity provider in character education.