This school-community project was designed in response to recommendations made following the evaluation of previous programs to promote physical activity. This school-community partnership model was expected to have multiple benefits across a number of key government departments, including maximizing valuable government resources. These seven-week programs of specialised coaching during curriculum time were supported by extra-curricular opportunities and intra/inter-school competitions. Sporting clubs delivered key programs based on identified school needs and were supported by secondary students engaged as school-based trainees. Overall, student, parental, school, and club support for the program was clearly positive. The school-community partnership program was found to be effective in developing stronger relationships between schools and community sporting clubs, including primary-secondary transition. Critical to the success of the school-community cluster was the capacity of a project officer to be a boundary-spanner who effectively built and maintained a functional social network. These improved relationships were the catalyst for increased interest from students (and parents) to engage in community sports. Partnerships such as this sporting model have been viewed as a legitimate way of optimising resources and outcomes, in light of limited government support. Hence a neoliberal lens will be used to analyse and discuss the findings.