Despite the popularity of service learning, it is sometimes criticized for its lack of academic rigor. This piece provides a counterpoint to that argument by describing a LIS service-learning course from the student's perspective. I focus particularly on the role of reflection, a key component in service-learning courses that helps to differentiate service learning from other types of experiential learning. I describe how the structured reflection opportunities in this course acted as an essential learning catalyst, helping to forge not only course-based learning but also learning related to larger LIS theory.