This paper examines the empowerment impacts of soccer peer-coaches in a sport-for-development program across community and school settings in rural India. Using Self-Efficacy Theory and action research, the study draws on qualitative data from observations, focus group observations and semi-structured interviews with soccer peer-coaches, teachers and community leaders from diverse backgrounds, including Adivasi participants from historically marginalized low-order groups. Through a micro-level analysis, the findings reveal how inter-caste social dynamics can inhibit empowerment for low-order groups, even when programs provide access to knowledge and resources. This study demonstrates that, beyond knowledge, resources and expertise, supportive environments for inclusive relationships are critical in enabling individuals to influence change. A comparative reading of community and school contexts suggests that school-based settings may offer more conducive environments for navigating entrenched cultural hierarchies. This paper contributes to the sport-for-development literature by underscoring the importance of context-sensitive program design and the need to foster enabling ecosystems that address structural inequalities. These insights have practical implications for designing more inclusive and effective sport-for-development initiatives in culturally diverse settings.