This qualitative dissertation aimed to understand if an after-school kinesiology service-learning program changed the relationship between a large Research I institution and a local public school. Eight 7th- and 8th-grade students, three classroom teachers, and one administrator participated. Data collection methods included semistructured individual interviews, observational field notes, and reflective memos. Findings suggested that school staff perceived a positive relationship between the university and the school district but a complicated one between the university and the city. Participating teachers and school leaders believed the service-learning program positively impacted their students and helped strengthen the relationship between the university and the school. The study also highlighted the importance of effective communication in university–school partnerships and uncovered challenges in communication concerning the service-learning program. The middle school students perceived benefits from receiving academic support, and school participants felt that the relationships formed between the university and middle school students were impactful.