Introduction: Several studies demonstrate the benefits of socially critical work in physical education and sport which value the importance of taking action intended for democracy, empowerment and critical reflection [Devis-devis, Jose. 2006. "Socially Critical Research Perspectives in Physical Education." In "The Handbook of Physical Education," edited by David Kirk, Doune MacDavid, and Mary O'Sullivan, Vol. 9, 37-58. London: Sage]. An 'ethic of care' has been proposed as a moral basis for socio-critical work, describing caring or love as being the basis for pedagogic dialogue and commitment to young people [Rovegno, Inez, and David Kirk. 1995. "Articulations and Silences in Socially Critical Work on Physical Education: Toward a Broader Agenda." "Quest (Grand Rapids, Mich)" 47 (4): 447-474]. Although we have a body of research on socially critical pedagogy in physical education and sport that highlights the importance of an ethic of care (e.g. Ennis, Catherine D. 1999. "Creating a Culturally Relevant Curriculum for Disengaged Girls." "Sport, Education and Society" 4: 31-49; Hellison, Don. 1978. "Beyond Balls and Bats." Washington: American Alliance for Health Physical], there is little research that aims to explore teachers' and youth's experiences in living this kind of pedagogy. Purpose: The aim of this study was to explore both pre-service teachers' and youth's experiences of an activist sport pedagogical model for working with youth from socially vulnerable backgrounds and to interrogate the way in which a pedagogy of love emerged. Participants and settings: Participatory action research framed this 3-semester study (18 months). Participants included 10 pre-service-teachers (PSTs), 90 youths and a researcher (the lead author). Data collection/analysis: Data collected included: (a) lead researcher observations collected as field notes; (b) collaborative PSTs group meetings; (c) PSTs' reflective diaries after each teaching episode; (d) PSTs and youth generated artefacts; and (e) PSTs and youth focus groups and interviews. Data analysis involved induction and constant comparison. Findings: A pedagogy of love emerged when we implemented the activist sport pedagogical model across three semesters in a socially vulnerable context with pre-service teachers and youth. First, a pedagogy of love involved repeatedly challenging inequities. Second, it valued solidarity thereby cultivating a learning community. Finally, it fostered hope and imagination in all participants in order to persevere despite barriers. Implications: We suggest that the activist sport approach could be considered a holistic approach in which teacher/coach and youth interact affectively [Hellison, Don. 1978. "Beyond Balls and Bats." Washington: American Alliance for Health Physical] and showed profound commitment to humanity, conscientization and pedagogic dialogue [Freire, Paulo. 2005. "Teachers as Cultural Workers: Letters to Those Who Dare Teach." Boulder, CO: Westview Press].