This qualitative case study explored how undergraduate students' involvement with change-oriented service-learning contributed to their civic-political development. Using Baxter Magolda's notion of self-authorship as an analytic lens, findings suggested that students' involvement with change-oriented service-learning led to (a) deeper and more nuanced understandings of citizenship, (b) a developed sense of efficacy as citizens, and (c) an increased awareness of self in relation to others and their communities. Implications for practice in student affairs are addressed. (Contains 1 figure and 1 footnote.)