The purpose of this study was to examine the impact of the English for Speakers of Other Languages (ESOL) Student Service Learning (SSL) Club on academic and non-academic outcomes for students receiving ESOL services during 2012-2013 in six high schools in Montgomery County (Maryland) Public Schools (MCPS). The ESOL SSL Club convenes regularly outside the students' instructional day. Four high schools partnered with Montgomery College--Takoma Park/Silver Spring (MC-TP/SS): Montgomery Blair, Springbrook, John F. Kennedy, and Northwood; one high school partnered with the City of Gaithersburg (Gaithersburg); and another partnered with Rotary International (Watkins Mill). As part of the regular club meetings, participating students were led by adult facilitators to identify needs in the community and address them through service-learning opportunities. There were 346 students who participated in ESOL SSL Clubs in 2012-2013. The objectives of the ESOL SSL Club are to--(1) increase the number of SSL hours earned toward the graduation requirement; (2) promote school attendance; (3) increase grade point average (GPA) and raise course grades; (4) increase passing rates on high school assessments (HSAs); (5) increase literacy skills; (6) increase engagement in community activities; (7) increase engagement in school activities; and (8) increase understanding of college and career expectations. In order to estimate the impact of the ESOL SSL Club on specified academic and non-academic outcomes, this study used a multi-method four-part data collection design. Student-level records of club participation/engagement in community activities documented by club staff at each school, club advisor interviews, ESOL student survey, and a variety of data from MCPS official records were used to address the following two questions: (1) Did participation in the ESOL SSL Club contribute to a significant difference in: a) the number of SSL hours earned toward graduation, b) the average attendance, c) GPA and passing rates in identified courses, d) eligibility rates, e) grade-level promotion, f) percentage of students passing HSAs, and g) literacy skills between ESOL SSL Club participants and ESOL students who did not participate in the club? and (2) Did participation in the ESOL SSL Club contribute to an increase in: a) level of engagement in community activities, b) level of engagement in school activities, and c) student understanding of college expectations? To address the first evaluation question, multivariate analyses were used to compare academic outcomes of students in the ESOL SSL Club (n = 346) with non-club peers (n = 346). To address the second evaluation question, comparisons of survey responses for students in the club and non-club peers were conducted to determine if there were any differences in college expectations and in engagement in school and community activities between the two groups. Following a review of literature, the study methodology, results, and recommendations based on the study findings are described. Five appendices are included: (1) Student Service Learning Implementation Plan; (2) Demographic Compositions of Students in the Six High Schools; (3) Demographic Compositions of Students in the Six High Schools; (4) ESOL Student Service Learning Activities as Described by Schools; and (5) Selected Verbatim Comments from Club Advisors Interviews.