Within the last decade, service-learning has experienced impressive growth in higher education, particularly within communication departments. According to Jacoby (1996), service-learning is a "form of experiential education in which students engage in activities that address human and community needs together with structured opportunities intentionally designed to promote student learning and development". During this period of growth in service-learning, people have also witnessed a surge in the media literacy movement, as evident by the rise in educational practices, perspectives, and curricula seeking to enhance media literacy among young people. Defined as the ability to access, analyze, evaluate, and communicate messages in a variety of forms (Aufderheide, 1993), media literacy involves thinking critically about media messages, consumption, and effects on individuals and society. This article describes a project called "Media Literacy Partnership," which enables senior students in a Mediated Communication Theory course to bridge the concepts of service-learning and media literacy in an inner-city after-school program serving youth ages 8-to-18. While this project is geared towards upper-level students, faculty who teach the basic course of communication, often popular with first- and second-year students, could certainly modify the requirements of this assignment to suit their course objectives. The project aims (a) to utilize service-learning to educate youth on media literacy; (b) to apply course materials and witness the connection between theory and practice; and (c) to promote personal and social responsibility through civic engagement.