Teaching Personal and Social Responsibility (TPSR) is a physical activity-based youth development model. The field of youth development has charged programs to not only integrate life skill development within program content, but to promote the transference of these skills beyond the program. While TPSR has a strong record of practical effectiveness and a growing empirical base, few studies have examined the degree of transference of its four primary life skills/goals beyond the scope of a given program. The purpose of the current study was to examine the degree to which a Coaching Club program, that used team sports as a vehicle for teaching life skill development, led to transference of TPSR goals to the school environment. This particular Coaching Club ran for two consecutive years (45 sessions) at an underserved urban K-5 elementary school. Participants were 13 African American and Pacific Islander students as well as three faculty members from their school. A qualitative approach to program evaluation was used in the current study. Three forms of qualitative data were collected: interviews, observations, and documents. Data analysis was structured around four predetermined themes related to the following 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. Constant comparison and inductive analysis strategies were used throughout the data collection process. Findings from both youth participants and adult participants supported the transference of all four TPSR goals to the school environment. A noteworthy finding was evidence supporting the transference of self-direction and goal setting to the school environment, which was weaker in previous studies. One unique feature of this program that may explain such impact was the focus on possible futures. Instructors systematically helped participants envision possible futures in order to promote self-direction and goal setting. The results of this study may be useful to key stakeholders, policy makers, and funding agencies that must make programmatic decisions based on both theoretical and applied research. Based on intuitive and practical support, TPSR has been considered an exemplary youth development model. However, few studies have provided strong empirical findings to support transference efficacy beyond the programs' scope. Findings from the current study indicate that transference of important life skills to other settings, in particular the school environment, is achieved in this model, establishing it as a viable and effective approach to youth development.