When the author first added service learning to her business communication classes, she had three key goals in mind. First of all, she wanted students to take more ownership of their work. She wanted their projects and finished products to be more about fulfilling a business need and less about fulfilling the requirements of an artificial assignment. Next, she wanted them to have a better understanding of real-world communication issues, and finally, she also wanted to provide her honors students with a more complex and challenging course. In this article, the author describes how the service-learning project that she uses in her honors section of business communication has accomplished all three of these goals; additionally, it has provided the school with some very positive publicity, given her students the chance to work with nonprofit organizations, and helped them to better their relations with the surrounding community. Students spend the first half of a semester-long business communication class focusing on the basics--like audience analysis, public speaking, business writing style, memos, letters, emails, reports, persuasion, and document design. Then for the next 7 weeks, they work in teams to apply these skills and complete a service-learning project. The author contends that although these service-learning projects certainly require more flexibility, organization, and time from her, the benefits in student learning, student satisfaction, and community interaction certainly are worth it.