This paper discusses the effects of the type of project undertaken for a community practice course on preservice teachers' conceptualization of service learning. The goal of the projects is to enable participants to engage with service practice in a reflective manner. Through the examination of the reflective logs kept by students using Butin's framework and by comparing the themes that emerged, it was found that differences in the experiences of students, which reflected the project content and the characteristics of the children being served, created different learning outcomes for each group of students. (Contains 4 tables and 4 figures.)