Service-learning experiences for college students are increasing in popularity. Although youth mentoring is thought to be a significant service-learning experience for students, data in this area are lacking. This study evaluates a unique school-based service-learning mentoring experience at a midsized Midwestern university. Data were collected throughout the course of one school year in order to assess students' motivation and learning. Data sources include surveys, focus groups, and structured writings. Triangulation of data sources revealed that the experience appeared to improve students' communication skills. They emphasized the importance of the mentoring relationship and a nuanced understanding of the complexity and diversity of their mentees' lives. Future directions include further examination of the impact of youth mentoring on all college majors, as well as measuring the long-term impact of the experience on participating college students.