Background: The Teaching Personal and Social Responsibility Model (TPSR) has been used throughout the USA and in several other countries to integrate systematically life skill development within physical activity-based programs. While TPSR is widely used in practice and has a growing empirical base, few studies have examined the degree of transference of its four primary goals beyond the scope of a given program. In addition, the field of youth development has charged programs to not only integrate life skill development within program content, but to provide the transference of these skills beyond the program. Aims: To examine the degree of transference of the four primary TPSR goals from a Coaching Club program to the participants' school environment. Method: Thirteen African American and Pacific Islander students (11 boys and 2 girls) at an underserved urban K-5 elementary school. Adult participants included two classroom teachers and the extended day program director. The Coaching Club used team sports as a vehicle for teaching life skills and promoting transference. The program took place once a week for two consecutive years (45 sessions), and adhered to TPSR format and strategies. An interpretivist/constructivist approach to program evaluation was used. Multiple qualitative data sources were used to understand experiences, perceptions, and individualized outcomes associated with the program. Data were organized around the following "a priori" themes related to the four TPSR goals: (a) respecting the rights and feelings of others; (b) effort and teamwork; (c) self-direction and goal setting; (d) and leadership and helping. Semi-structured interviews were conducted with youth and adult participants. Other data sources included documents and artifacts from the program such as attendance records, lesson plans, field notes, and participant journals. A combination of inductive and deductive analysis strategies was used to form and refine initial interpretations throughout the data collection process. Through several rounds of refinement and data reduction, prominent patterns were extracted that characterized the data. Strategies to establish trustworthiness included member checks, peer debriefing, data triangulation, checks for disconforming evidence, and audit trail. Results: This study provided sufficient evidence from both youth participants and adult participants to support transference of the four primary TPSR goals to the school environment. Additional strategies for enhancing TPSR transference are provided. Conclusions: Establishing meaningful pedagogical relationships is a cornerstone in youth development programs. TPSR cultivates a positive environment that creates self-growth and concern for others. In this regard, TPSR is representative of the broader field of youth development. Findings may inform policy and practice related not only to TPSR, but also to the broader field of youth development through physical activity. (Contains 1 figure.)