In the past decade, many youth development programs have shifted toward a skill development, strengths-based approach as opposed to a deficits-based approach that focuses on trying to “fix” kids (Roth & Brooks-Gunn, 2003). Accompanying this shift has been an increased awareness for the potential impact program participation has on positive child and adolescent development and enhanced efforts at determining effective methods for program evaluation. The majority of research in this area has focused on impact via outcomes with lack of inclusion of important process information (Roth & Brooks-Gunn, 2003). For example, it is important to identify factors that enhance (i.e., antecedents) and hinder (i.e., barriers) commitment to youth development programs. The purpose of this study was to qualitatively examine these factors among eighteen middle and high school students involved in a responsibility-based after school sport leadership program (i.e., the Youth Leader Corps). Eight male and ten female youth leaders ranging in age from 12-19 and in length of participation from 2-10 years participated in individual interviews. Content analyses of participants’ responses were conducted to identify and classify antecedents and barriers to program commitment. Antecedents to commitment clustered into four main categories: program environment, program structure, relationships, and personal characteristics. Program environment included affect-related characteristics of the environment (e.g., enjoyment) and opportunities for personal growth (e.g., link to future skills/plans). Program structure included program perks (e.g., getting paid), program content (e.g., sports), and role-related experiences (e.g., teaching/working with kids). Relationships included those formed with younger campers whom the youth leaders taught, peers, staff, and general relationships (e.g., meeting new people). Personal characteristics were factors such as lack of alternatives and investment in time that were specific to individual youth leaders. Barriers to commitment clustered into six main categories: program structure, program logistics, relationships, perceived alternatives, “real-life” responsibilities, and personal characteristics. Program structure and program logistics included factors such as boredom/lack of interest and transportation, respectively. In terms of relationships, conflict with another youth leader was one barrier to commitment. Pregnancy/parenthood and family obligations were “real-life” responsibilities negatively impacting program commitment. Finally, personal characteristics involved barriers (e.g., not personally relevant/applicable) specific to individual youth leaders. To enhance program commitment, changes involving program environment and structure and relationships are feasible, while personal characteristics and real-life responsibilities are more difficult to address for program leaders. Implications for program development and strategies for program retention are discussed.Keyword(s): community-based programs, youth-at-risk