This paper describes the positive results of service learning at Kapiolani Community College (Hawaii) and demonstrates that service learning is an effective way of transforming the instructor as a learner and participant with the student, not only academically but also in the development of a more enlightened citizenry. A review of the literature raises questions about the established view of post-secondary scholarship, isolated role of college instructors, the need for remediation on campuses in the 21st century, the role of service learning in college courses, role of the community colleges to create needed changes, and whether integrated service and teaching can develop learning experiences both inside and outside of the classroom. A two-part study is presented. Survey results demonstrate that participation in service-learning positively affects Grade Point Average and retention. Interviews with nine service-learning instructors in 1997 revealed that students showed more depth and had a better understanding of content competencies with more interest and enthusiasm in classroom participation through service learning experiences. Instructors were mostly impressed by the growth in their awareness of community problems and found that this was the most desirable outcome of students' experiences. By 1998, many of the insights expressed by the earlier interviewees were echoed by all 40 instructors in service learning who agreed that the intrinsic value of service learning was their greatest reward. The paper notes the need of a central location, more publicity about the projects and activities of service learning, and employment of a part- or full-time person to oversee the operation of the programs. Contains 15 references. (VWC)