In this study, community service learning is incorporated into a graduate-level English-as-a-Second-Language (ESL) teacher preparation course. Focusing on a writing project participants completed with English Learners (ELs) as part of the service-learning project, we explored the impact of the project on: (1) teachers' understanding of ESL teaching; and (2) their development of reflective practices throughout the process. The findings of this study indicated that all participants enhanced their understanding of ELs, the writing process, and their roles as facilitators. Comparing participants' reflection over time, we found that the majority of participants' reflective statements fell into descriptive (40%) and dialogic (26%) reflections. Further, participants' levels of ESL teaching experiences did not seem to correlate with their levels of reflection. Implications for better incorporating community service learning projects into teacher education courses to enhance teachers' knowledge development and reflective thinking were also provided.