The purpose of this qualitative case study was to examine the work of an exemplary physical education teacher/coach. The significance of this study lies in the holistic examination of the work of a dual role professional. Previous research on teacher/coaches focused on pedagogical behaviors to the exclusion of student influences and context characteristics. Earlier research also found the teacher/coach role to be a source of conflict, yet little attention has been paid to understand how dual role responsibilities influence the work of exemplary teacher/coaches. Callero’s (1994) resource perspective on role provided the theoretical framework. A feature of the resource perspective is that role use allows incumbents to create new positions and establish structures rather than constraining behavior. Participants consisted of Tom, a veteran teacher/coach, his physical education class (N=14), and varsity soccer team (N=23). Data were collected throughout a soccer season (11 weeks) at 31 practices/games and 15 physical education classes in the first quarter of the school year. Data were gathered from four sources: (a) descriptive field notes from live and videotaped class and practice observations, (b) three formal 90 minute in-depth interviews with Tom, (c) formal 30-45 minute semi-structured interviews with 7 students and 21 athletes, and (d) informal interviews with all participants. Data were analyzed using a constant comparison method (Strauss & Corbin, 1998). Data were open-coded (Ethnograph V5.0), and categories were developed and organized into general themes. Results support three thematic findings. First, Tom found compatibility between teaching and coaching sport because he considered the roles and responsibilities of teacher and coach as similar (e.g., maximizing student/athlete potential) and not easily separated. Thus, he integrated dual role responsibilities into one position. Second, Tom used his dual role position to develop significant and meaningful relationships with students and athletes, which facilitated the learning process and led to satisfaction with his dual role. The dual role position provided Tom with avenues to work with student/athletes and with the resources (e.g., reverence toward student/athletes) to achieve their common goals. Third, Tom had an appreciation and understanding of the community, which allowed him to use his role as teacher/coach to garner community support for both physical education and sport. This study is important as it acknowledges how the dual role of teacher/coach is utilized as a resource to influence actions and create structures in physical education and sport rather than as a constraint due to role conflict.