In this article, the author features the Family Literacy Center, a service-learning project at the University of Utah's English education program. For the author and her students, Family Literacy Center has become a place to investigate the role of teacher-student or mentor-student relationships in learning and literacy development. The goals of the Center include, among others: to keep students in high school and help them graduate; to provide opportunities for preservice English teachers to engage pedagogical approaches they learn about in Methods class in an academic but informal setting; and to provide opportunities for parents and other adults in the community to learn, write, and speak English and become more involved in their children's education. The Center also provides projects that include, tutoring, a reading group for girls on body image and self-esteem developed by a high school students, and a film discussion group begun by high school and university students together. The author describes how she integrated service-learning into the Methods curriculum, and discusses how the service-learning project changes the way students learn and the way English teachers teach. She also presents the reflections of two students in the Methods class, which illustrate the concerns she addresses in service-learning and teacher education: empathy, care, and problem-solving. (Contains 6 notes.)