The article intends to show the impact of a pedagogical proposal in Physical Education (PE). The proposal was focussed on autonomy, personal and social responsibility, and decision-making in order to prepare the individual to be able to keep an active lifestyle, in terms of exercising, after finishing compulsory education. This proposal could be considered as an interactive teaching model (Blanchard, 2009) in which the students play an active and reflexive role in all the decisions taken during the teaching-learning process. Also, it shares aspects with the Sport Education model by Daryl Siedentop and the Social and Personal Responsibility model by Don Hellison. The research is a longitudinal study that used an ethnographic methodology to study the teaching-learning process of a mixed group of 25 students led by a PE teacher at a school in CataluÒa, Spain. The aim was to learn about studentsí opinion on their learning in PE lessons, their current exercise habits and their own autonomy and initiative to keep on exercising. The results show that the specific learning environment, the personality of the teacher, the teacher- student relationship, the strategies and the contents had had a significant impact on students. This impact exceeded any expectations related to concepts of physically active lifestyles and it included aspects of social awareness, responsibility, respect, empathy and recognition of the importance of PE in their lives.