As educators have sought instructional strategies for fostering student proficiency in higher order thinking and subject-matter integration, schools have developed a broad range of real-world experiences. However, the degree to which efforts to involve students in the community have been fully integrated or coordinated with classroom instruction has been highly variable and has led to two different approaches. The first approach, community service, "doing good for others" should foster a sense of belonging, caring, and responsibility for one's community (Wade, 1997). School-based community service is often an extracurricular or add-on activity; it is not connected with academic learning or formal instruction. By contrast, "service-learning," the second major approach for involving students in the community, uses community-based learning experiences as an integral element of the teaching and learning process (Kendall, 1990; Kunin, 1997; Wade). In this article, the author reports on a study that was conducted as part of the Project HiPlaces. She sought to identify by whom and how service-learning was implemented in middle-level schools across the country. She examined teacher reports of their (a) attitudes and beliefs toward educational practices and (b) classroom instructional practices, including service-learning. The specific questions that she investigated were (a) what educational attitudes and beliefs were associated with the practices of service-learning, (b) to what extent was service-learning implemented in these middle-level schools, and (c) what were the relationships, if any, between teachers' educational attitudes and beliefs, service-learning, and standards-based instructional practices. (Contains 2 notes.)