Elementary schools are of critical importance in our society. While their legislated mandate is to teach curricular outcomes to the youth who attend, these institutions are also being asked to do much more. Society continues to rely on schools to provide many student and community needs, particularly where physical activities, athletic achievement, and social development are concerned (Larsen et al., 2013). Community leaders and youth advocates are asking the publicly-funded school system to help ensure that youth receive the activity and education that they need to remain healthy in the long-term (PHE Canada, 2013). This study was done by creating a “Triple-Ball” volleyball league for pre-adolescent female youth aged eleven to thirteen to participate in, intended not only to create age-appropriate programming, but also to examine the pursuits of this study. The purpose of this study is centred on identifying the practices, resources and people that were essential for a new, volunteer-driven extracurricular physical activity program (Triple-Ball volleyball) to thrive at the elementary school level. An Appreciative Inquiry approach was utilized (Watkins et al., 2011) to guide data collection and analysis. This qualitative methodology uses stakeholder feedback to analyze the context at present, and reimagine what could be if learnings are capitalized on. In its inaugural season (2014), this “Triple-Ball” league’s administrative team consisted of the author of this research, in the role of teacher, graduate student researcher, and league/schedule coordinator. Additionally, this work relied heavily on a professor with the University of Regina’s Faculty of Kinesiology and Health Studies, as well as a program coordinator with SaskVolleyball. From May through to August of 2014, monthly meetings and daily emails between each other and various stakeholders put the administrative team in position to design a truly community-focused opportunity for pre-adolescent female students. Data were collected over the course of several interviews with two of the main coordinators of the program. In addition, email threads between stakeholders related to the program were cached and subsequently examined. As an invested stakeholder and administrative team member, the researcher’s own thoughts and reflections on the process were also collected. Eight major categories emerged as a result of an analysis of the data. Communication played a major role in the success of this work. Identifying and relying on established and emerging partners and relationships was paramount. For leaders, motivation in this endeavor was found by the want to ‘win’ and the perceived need to carry through that which was started to a successful conclusion. Remaining optimistic and coming at challenges from a problem-solving approach led to positive negotiation of problems and navigation of obstacles. Kids, and specifically, a want to see them living with a healthy, active lifestyle, were a motivator towards a better future. Resources of all types – human, infrastructure, financial, and in-kind, were appreciated, sought after, and never in abundance. The success of this endeavour was grounded in a large way in having a stable of volunteers of both quantity and quality. Finally, the personal attributes of the leader overseeing the entire operation was of paramount importance. Above all else, the evidence suggests that for this type of work to be successful, there should be one convicted, energetic lead in charge of the overall project. Their ability to lean on pre-existing relationships, and rely on a full complement of volunteers, is crucial. Consistent, effective, audience-based communication at all stages of the project was also key. When looking to move forward with programs of similar mission and scope, it would be wise to consider the potential dedication, aptitude, and network that this person would bring to the project.