The article examines the experiences of creating identities and relationships among schoolboys for whom school life includes the experience of learning disabilities and conflicts with adults and other pupils. The empirical material consists of participant observations and informal conversations with nine 12–13-year-old boys who we followed while they were participating in a health promotion project: the Bicycle Team. The project aimed to link physical activity, inclusion, learning and educational goals. Theoretically, the approach is inspired by Davies and Harré (1990).Through the concepts of “positioning”, “subjectification”, “being” and “becoming”, the article examines discursive and social practices among the participants. This analysis illustrates that schoolboys individually and collectively “make” the Bicycle Team, establishing and renegotiating positions whereby health promotion is navigated in ways other than as “troublemakers” and “impossible” boys. The analysis contributes empirical knowledge, partly about school health promotion with a focus on measures against health inequality among children and young people, and partly with knowledge about how health promotion is “done” by schoolboys with learning disabilities and conflicts. This knowledge provides a basis for developing more varied approaches to school health promotion and locally adapted solutions that link learning and educational goals to well-being and physical activities in ways that are relevant to these schoolboys.