Middle school teachers are accountable for helping young adolescents master a daunting number of basic skills and concepts. On the other hand, they are also expected to help their students develop a social conscience during what is arguably the most egocentric stage of their social development. This article presents a service learning project that focuses in not only testing students' knowledge of basic skills and concepts through authentic applications, but also requires them to demonstrate a social conscience. The project helps the teachers in Pine Point Middle School foster a sense of social and civic responsibility while providing "acceptable evidence" of student academic growth. The author also presents the benefits gained by the students in this project. (Contains 1 figure.)