While the goal of science education used to be to produce more scientists, that goal has changed with the introduction of the National Science Education Standards (NSES) (NRC 1996). Society has recognized that it is essential for everyone, regardless of vocation, to understand the fundamentals of science and technology. The phrase that has come to represent this level of understanding is science literacy (Bybee 1997). Because science literacy demands that students be able to apply their knowledge to the world around them, the authors found that taking a service-learning approach in combination with environmental education methods greatly enhanced students' engagement with environmental and science issues. Combining service learning with environmental and science issues allows students to move beyond awareness toward engagement. The action team service project requires students to build in-depth knowledge, apply skills directly related to taking action, and reflect on their learning. The research conducted increases the science literacy of students. The action team service project is described. The use of the National Science Education Standards during these projects focused the need for college-level students to continue to be scientifically literate citizens that work in schools and in nonformal education venues. This project allowed students to choose a science issue, research that issue using a balanced approach, and inform themselves as well as others about the issue.