The purpose of this study was to investigate what influences the transfer of responsibility-based physical activity program goals into classrooms. Participants were the two boys and three girls (age range 9-11) who had participated in the program one to three semesters, with at least an 80% attendance rate. Data were collected from individual interviews with the participants, the participants' classroom teachers, and the physical activity program leader. In addition, the researcher observed the program sessions and the participants' school life for eight weeks. Findings revealed the following three themes: (a) the effect of program structures and atmospheres, (b) youth as critical transfer agents, and (c) school climates as bridges and walls to transference. These findings reveal that transferring responsibility-based program values can be influenced by a complex interplay among individuals, the school, and program-related factors. (Contains 1 table.)