Service-learning has been shown to be an effective technique for teaching diversity; however, the literature is scant concerning theoretically informed approaches. This study fills that void by drawing upon the work of Freire, Rendón, and others. After describing how an integrative praxis approach is applied in a sociology course, the authors discuss findings from a pilot survey administered to students who took this course. Findings indicate that students' awareness and understanding of the complexities confronting diverse populations increased. Contributions of this exploratory study include presenting a theoretically informed pedagogy that may be used to teach diversity in various disciplines.