Research on service learning in business education often enumerates its efficacy and overall value. The focus on business students' attitudes toward service learning offers insight into program design and implementation of service learning into business curricula. This study investigates the distinctions between undergraduate and graduate business students' attitudes related to service learning in the business college of a Midwestern liberal arts university. A survey was distributed to a total of 210 students in three of the college's undergraduate and graduate business courses respectively. Students assessed their motivation, preparation, and skills to meet and fulfill service learning projects. Results of this study reflected that graduate business students possessed greater levels of commitment and skill sets to perform service learning projects. These data support an ideology that undergraduate business students may need more social development and academic preparation to gain the maximum benefit from service-learning projects. Traditional-age undergraduate business students were surveyed; thus responses to survey questions could have differed greatly if the undergraduate business students surveyed were non-traditional-aged or returning adult students.