Service learning is a well established pedagogy within higher education. Specifically, service learning allows students to engage in "real world" activities to practice skills and reflect upon their own competence. To enhance the effectiveness of service learning, instructors need to consider a multitude of learning influences. This study adhered to the tenants of the Social Cognitive Theory (Bandura, 1986; Schunk, 2004) to engage students enrolled in a 2000 level recreation program development course in service learning activities related to entry level administrative competencies. Data analysis included a content analysis of reflection papers (n = 186) to determine how many times competencies expected of entry level recreation professionals were mentioned. Students perceived the acquisition of competencies consistent with entry level competencies identified within the recreation industry. Findings contribute to the development of effective assignments to facilitate the acquisition of desired professional competencies.