Education at an early age has a long-term effect on self-concept. The absence of direct subjects at the Kindergarten (TK) level that teach character values is a challenge for teachers in instilling character values in students. In a wider scope of learning fundamental motor skills (FMS) in kindergarten students have a strategic position to be integrated with other learning. FMS learning that is intervened intentionally by incorporating other teaching material elements such as character allows it to influence the intended domain, but it is not clear how much influence the FMS program intervention has on the character building of kindergarten students.To see the effect of the FMS program intervention which was carried out for 24 meetings for 8 weeks on the character of Kindergarten students. Used is a quasi-experimental design by comparing pre-test data and post-test results. There were 80 students as the sample which were divided into 2 groups where 40 students were the control group and 40 students were the intervention group. The character test uses a validated character instrument. There was an increase in character values in both groups after implementing the FMS program at school, with the intervention FMS group experiencing a significant increase in character values.