The purpose of this study was to examine the High Tec Middle School teachers' and administrators' knowledge of the service learning model upon which the school's service learning program has been based, their views regarding their role in student character formation through service learning, and the teachers' feelings of ownership regarding the service learning program. 1 overarching research question and 3 sub-questions were explored. The overarching question was: How do teachers and administrators at High Tec Middle School experience service learning? 3 sub-questions that aided in answer the overarching research question were: What is the High Tec Middle School teachers' and administrators' knowledge of the service learning model that serves as the foundation for the service learning program that has been implemented school wide? What are the views of the High Tec Middle School teachers and administrators regarding their role in the shaping of students' character through service learning? What, if any, feelings of ownership do the High Tec Middle School teachers and administrators experience regarding the service learning program that has been implemented school wide? Data was collected from an online questionnaire and a focus group completed by 12 teachers and administrators who participated in the planning and implementation of the school's service learning program. Findings from the study showed that 4 primary factors influenced teachers' and administrators' feelings of ownership about the service learning project: belief that educating students in character is their responsibility, having a strong sense of caring, having sufficient knowledge of the service learning model, and feeling empowered by the implementing of service learning. 2 primary conclusions were derived from the study. First, experiential learning was more important than academic learning in teachers and administrators understanding the service learning model used at the school. Second, the feelings of ownership of the SL program held by the teachers and administrators at the school are derived from (a) belief that educating students in character is their responsibility, (b) having a strong sense of caring, (c) having sufficient knowledge of the service learning model, and (d) feeling empowered by the implementing of service learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]