This pilot study investigated the effect of community-based service learning on the self-efficacy beliefs of preservice elementary teachers in regards to equitable science teaching and learning. Using the Self-Efficacy Beliefs About Equitable Science Teaching (SEBEST) instrument (Ritter, Boone, & Rubba, 2001), pre- and posttest data from 32 preservice elementary teachers who were enrolled in two different science methods courses were analyzed. Findings from this study suggest that community-based service learning significantly influenced preservice elementary teachers' outcome expectancy toward equitable science teaching and learning. (Contains 2 tables.)