AbstractDrawing upon an extensive case study of a sports-based, life skills job training program for at-risk youth in Honduras and Guatemala, this chapter examines how program participants described the process of building skills, and how, if at all, this skill-building led to greater well-being. Second, it asks, to what extent are these experiences of program participants aligned with theories of education within the capability approach? These questions are addressed through a qualitative case study that was embedded within an experimental design (a randomized control trial) that took place over 5 years in urban areas of Honduras and Guatemala. The analysis suggests that the combination of exposure to new ideas and information in the three phases of the A Ganar program, coupled with concrete opportunities to test out such ideas, enabled youth to experience changes in their attitudes and behaviors around work, around themselves, and to develop new relationships and friendships. Based on these empirical results, the chapter identifies several elements that might better inform life skills education research and practice in s in the future. These include: (1) conceptualizing life skills as preconditions of capabilities (some of which might be better classified as values); (2) conceptualizing life skills as both ends and means of interventions, and (3) giving more consideration to the conversion factors, meaning the ability to convert resources into functionings, that limit the robustness of capabilities that life skills programs develop.