The authors describe the service-learning component of two intermediate Spanish-language courses and present the findings of a qualitative study that examined the nexus between language learning and cultural understanding. The service-learning component was designed to enrich the curriculum and enhance academic learning while providing significant service to the local Hispanic community. An inductive analysis of the qualitative data yielded three themes: social interaction, a dual sense of reality, and tolerance and understanding. The research revealed that service-learning helps university students develop cultural understanding while facilitating language acquisition. Implications of the findings for language teaching and learning are discussed. (Contains 1 figure.)