Even as service-learning has become more prevalent in higher education as a high-impact teaching methodology, barriers still exist to its implementation by some instructors. One concern is the perception of these types of activities infringing upon course content. This article outlines an example of an introductory service-learning project for an introductory physical geography course that requires minimal curriculum reduction or use of class time. The project design is to expose students to this type of activity. Students' perception of their learning and personal growth are presented along with the benefits to the instructor, students, and the community.