Service learning (SL) is a widely utilized strategy in higher education for providing direct real world experiences that relate to course content (Freeman & Knopf, 2007). Research suggests that SL experiences are successful in changing cultural and social bias (Dunn-Kenney, 2010) while helping to reinforce the learning objectives in both general and special education coursework (Baldwin, Buchanan & Rudisill, 2007). Recommendations for utilizing service learning in college coursework includes guided discussion, confrontation of stereotypes facilitated by the instructor, and repeated and varied experiences in service learning sites (Sullivan-Catlin, 2002). Through SL, a "win-win situation" can occur in that the university student is given real life learning opportunities and the community partner is provided with a service that may not otherwise be accessible given time and financial restraints (Baker & Murray, 2011). Faculty working with preservice early childhood/early childhood special education (ECE/ECSE) students may find value in furthering a sense of service among students, while helping them to connect previous knowledge with field experiences. The purpose of this study was to examine the impact of SL on ECE/ECSE preservice teachers' perceptions of and skill set for working with families from a variety of community settings and programs. The results of this study will directly inform the design and implementation of the current course content and syllabus. In an effort to be responsive to the learning needs of undergraduate ECE/ECSE students, this study sought to determine if SL is an effective strategy for delivering course content. The goal of this study was to longitudinally determine the potential impact of the SL experiences given a variety of students over a five-year period. This article summarizes the data collected in year one.