Psychological research has shown that the meaning people make of their experience is what leads to their learning and development. In addition, the location of human activity has an impact on its meaning. Physical location is not the only component of the context in which afterschool activities take place. Examples in this article illustrate that context can be changed by what takes place in the space. This article explores some of the perils and promise of afterschool clubs on school territory. The following are areas of particular concern in afterschool programs held on school grounds: (1) Combating deficit orientations; (2) Establishing separate behavior norms; (3) Facing differences in institutional priorities; and (4) Building productively on youths' non-school identities. Knowing the risks of working on school territory allows the afterschool programs to better manage those risks.