Its proponents argue that the important cognitive effect of service-learning is increasing political knowledge. In this article, I enumerate additional skills of political thinking relevant to a civically engaged service-learning curriculum in political science. These skills include helping students: 1) develop interest in politics, 2) learn what their interests are, 3) participate and deliberate prudently, 4) listen politically, and 5) judge the political world. Moreover, the aspects of political thinking I have enumerated can often be found more easily at service sites and can expand our understanding of political knowledge in the classroom. Instead of seeing service-learning activities as a means to achieve our academic goals, we can view activities at the site as a way to help our students think less as academic learners and more as civic ones. Political scientists can spend less time teaching civic knowledge to students and more time helping students realize that they possess political knowledge sufficient to act as citizens. (Contains 20 notes.)