This study compared youth development outcomes of participants in a physical activity-based extended day program to the same outcomes during their school day. The extended day program, called "The Coaching Club," was offered to ten inner city fourth and fifth graders who attend an elementary school in a large metropolitan city. The program was based on Hellison's Teaching Personal and Social Responsibility Model (TPSR). A form of mixed methodology was used, which combines quantitative and qualitative approaches within a single study. The quantitative phase involved the administration of a validated four point Likert scale questionnaire, which asked participants to evaluate both their Coaching Club experiences and school experiences in relation to nine outcomes that support youth development. The qualitative phase consisted of follow-up interviews with each participant to further illuminate their perceptions of both experiences. The quantitative results indicated that both kinds of experiences were viewed as supporting youth development. However, Coaching Club participants provided stronger support in five of the outcomes, and school received stronger support in two of the outcomes. There was virtually no significance in two of the outcomes. The qualitative results indicated that overall participants were supportive of both experiences; however they gave many more specific examples for Coaching Club. (Contains 9 tables.)