Many service learning studies support the positive effects of expanding the classroom into the community. The rapidly shifting demographic composition of the United States calls for a postsecondary education system that is able to prepare students to enter a global society. Service learning provides an opportunity for students to connect with the community and take ownership of their knowledge. This article examines the integration of service learning into a college-level Spanish conversation course through a five-phase model. Students are guided through the project's evolution as they transport the target language from the traditional classroom to an authentic setting. A collaborative learning approach between instructor and student promotes proficiency and self-confidence in the target language. Critical reflection and civic engagement also are important components to the learner-centered, experiential model. This framework may be applied to a variety of service learning projects. (Contains 2 notes.)