This article presents conclusions from a master thesis on educational anthropology based on a grounded theory inspired fieldwork amongst patients participating in health promoting courses at a Danish hospital unit. The aim was to study a health education practice to reveal elements significant to motivation and learning with regard to lifestyle change. The concept of movement as expressed in both the patient’s physical activity and mental development appears to be an essential aspect of successful health education practice: a practice in which health professionals clearly express their scientifically substantiated arguments whilst accepting the fact that each individual has unique views and values. A social analytical approach was used to gain an understanding of how this way of carrying out health education seems able to mediate between the varying goals of prevention and health promotion inherent in health education practice as such, having both the empowerment of patients and motivating change of lifestyle as goals.