Service learning adds instructional value to any curriculum area, and it is especially appropriate for education courses. Its benefits include development of critical thinking, deeper processing of course content, and practical related experience. Using action research, this article examines the impact of service learning on preservice teachers' beliefs about education and working with disadvantaged youths. Preservice teachers provided after-school tutoring and activities for child residents at a homeless shelter. Preservice teachers kept journals and summarized their semester experiences by reflecting on five lessons that they learned and plan to incorporate as future educators. Identified lessons are analyzed and summarized with discussion.