This article focuses on service-learning, a method whereby students learn and develop through active participation in thoughtfully organized service that is conducted in and meets the needs of communities. It is coordinated with an elementary school, secondary school, institution of higher education, or community service program and the community. Service-learning helps foster civic responsibility. It is integrated into and enhances the academic curriculum of the students, or the education components of the community service program in which the participants are enrolled. And it provides structured time for students or participants to reflect on the service experience. (Corporation for National and Community Service, 2002). Service-learning involves students in using what they learn in their formal study to work with others and make a beneficial difference in the world. That difference affects all parties involved, grows and is shaped by everyone affected by the project and is never viewed as charity. It is achieved through committed involvement and genuine self and group reflection. Although service-learning theory supports many approaches, disciplines, ideas, and ways of working, there are essential qualities and guiding principles that distinguish service as a learning activity and/or characterize learning as a form of service, the most important of which, the authors contend, is the language of "We." (Contains 2 figures and 1 note.)