This study used the areas of responsibility developed by the National Commission for Health Education Credentialing (NCHEC) as a framework for the assessment of Service Learning experiences of undergraduate health education students. In the present study, six Service Learning projects involving 12 students were evaluated using multiple strategies, including (1) students' written reflections, (2) a survey, and (3) annotated portfolios. Written reflections focused on students' impact on the target population, progress during the project, and development of skills associated with the areas of responsibility. The survey assessed students' perceptions regarding their development of competency, and annotated portfolios documented tangible evidence of students' work related to each of the seven areas of responsibility. Triangulation of these data sources demonstrated that students' written reflections and perceptions of their development of competency are solid indicators of how well they will be able to produce tangible evidence of their progress in the areas of responsibility. Therefore, assessment and reflection conducted early in the Service Learning experience and often throughout will provide essential information regarding the students' likelihood of producing documentation regarding their development of competency. The early assessment may allow for the modification of a project to increase its likelihood of developing the students' professional skills. (Contains 6 tables and 1 figure.)