Studies have shown that communities exist within a broader environment and it is important to consider how different levels interact and influence physical activity (PA) engagement. Guided by the social ecological model (SEM), a service-learning project was completed via observations at a Chicago Private School for a service-learning project and interactions with faculty, students, and community members. Results were directly connected to the SEM and two themes emerged: 1) the community contained an abundant amount of safe spaces for PA engagement and 2) the school displayed a supportive and positive attitude toward PA. The purpose of this study was to examine the role the community and school played in children’s PA levels.

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