The purpose of the study is to examine pre-service teachers (PSTs)' experience in implementing a student-centered curriculum integrating physical activity and literacy in an after-school program. Field notes along with journal and interview data from nine PSTs were analyzed using the constant comparison method. PSTs were able to look at the goal for the lesson and create learning opportunities that were a blend of the written curriculum and the transposition of that curriculum based on their and their students' knowledge to create and teach the lesson. The experience allowed them to improve their pedagogical skills and suggests implications for how teacher educators might partner with after-school programs for service learning opportunities that benefit PSTs as well as K-12 students.