Much research has been compiled on service-learning, its benefits, and its influence on intrinsic motivation. Service-learning has been used as a method of teaching content in science education, civic education and history, business and marketing education, as well as other areas. However, a review of literature found no service-learning studies that focused on student engagement or commitment to learning in a high school construction technology classroom setting. This qualitative case study of a service-learning experience conducted among secondary students in a construction technology course addresses this lack of research. Data was informally collected during this case study to evaluate whether service-learning projects appear to help motivate and engage students in the learning process and whether students effectively learn the course curriculum and content objectives while participating in class service-learning projects. The study was conducted in an attempt to understand the relationship between students' commitment to a service-learning project and their commitment to learn the associated course content. (Contains 6 figures.)