Although research suggests that service learning (SL) is being incorporated into the college classroom at an increasing rate, faculty often report that they are not convinced of its educational values. There is a lack of research on, and awareness about, what SL is, how it can be incorporated into the curriculum, and the outcomes on student learning. In this article, the authors discuss the research and philosophy behind SL as an experiential pedagogical technique, describe one model of integrating SL into a large college classroom, and share findings on student outcomes across six areas of student development. Findings include implications for practice related to previous service experience of students, student gender, and service as a course requirement.