Culturally relevant pedagogy (CRP) has been a widely utilized framework for educational practice and research (Ladson-Billings, 2014). It is built on the ethics of care, first established in consideration of education among Black youth (Ladson-Billings, 1995). However, applications of CRP to youth physical activity (PA) programs are largely unexplored and limited to preservice physical education (Shiver et al., 2020). The authors posit the academic success, cultural competence, and critical consciousness outlined in CRP are not only plausible to integrate into PA programs but necessary for holistic youth development. Further, though youth activity programs often focus separately on physical health, literacy development, or mathematical support, innovative models with intentional combinations of these practices merit further consideration and exploration (Fredrick et al., 2020; Pinkerton & Craddock, 2024). In this article, the authors outline a free PA program designed for youth participants at an urban university literacy center housed in a larger community center. The goals were to provide PA sessions that incorporated multiple literacy practices through game-based exercises and cooperative activities. Following an asset-based approach aligned with positive youth development (PYD), the authors endeavored to engage students through positive interactions with PA in the program in efforts to build youth's confidence, self-efficacy, ownership, and cultural competence with multiple literacies. This focus is grounded in key aspects of PYD and CRP. For many of these participants, their experiences with school-based literacies were not always affirming. The authors hoped to provide a safe, welcoming space that promoted inclusive, equitable access for diverse youth to engage with PA and literacy practices in critical, authentic ways relevant to their identities.