Leisure and education have been inextricably linked since the beginning of Greek civilization. However, the current view of and relationship among these notions has changed dramatically. The personnel, standards, vocational preparation, and contexts for each are largely separated. Given their central place in community life and the resources that they possess, schools serve as a natural and logical nexus for community building and development, beyond the basics of providing instruction in reading, writing, and math. This community-focused approach has been embedded in a number of initiatives, including 21st Century Community Learning Centers initiatives and community schools movements. Yet, while current economic conditions are threatening movements to integrate learning and development experiences, the authors argue for the need to continue to coordinate the efforts of both leisure services and education so that each might be more effective in achieving its mission. In this article, the authors draw a contemporary connection to the foundational and historical premises regarding leisure and education and suggest that an "education for leisure" perspective can be a productive orientation toward reaching the goals for each entity. They describe a developmental series of coordinated stages that can enhance youth development through the integration of recreation and education activities. (Contains 1 table and 19 notes.)