This article describes a course in the City and Regional Planning program at the Ohio State University. Its overarching goal was to offer service-learning by providing students with an opportunity to apply what they learned in the classroom by meeting community needs following Hurricane Katrina and to reflect on their experiences through journaling. This article describes the theoretical basis for the course and its structural features, then presents evidence of the impact on both students and the communities served. Attention is focused on student responses to service-learning, the studio experience, and both intended and unintended outcomes. The course includes two unique features, the integration of professionals into the role of educators and a heavy reliance on technology. Recommendations based on feedback from students and the communities are offered to help other institutions implement service-learning courses involving projects at a distance.