Partnerships between communities and institutions of higher education have become central ways in which post-secondary students and faculty members interact with teachers and students in community environments. These partnerships can be challenging to develop, however, particularly given the numerous and shifting priorities of both schools and institutions of higher education. Acknowledging that much of this work is contextual, the purpose of this paper is to discuss lessons learned developing physical activity-based teaching personal and social responsibility programs in outside of school spaces for youth from communities affected by poverty. We focus on programs that also provide curricular and co-curricular learning opportunities for university students. Overarching recommendations include approaching partnerships with a sense of humility and interest in working alongside partners, adopting a humanistic approach that recognizes youth as people first, embracing a solutions-oriented mindset in approaching anticipated and unanticipated challenges, and making all decisions with thought and intentionality.