University students were involved in the design, implementation, and assessment of a program in local schools on conflict and violence in the media and in one's own life. The community partners were sixth graders in five area classrooms in the community surrounding the university. This study assesses the impact of a project-based community service-learning (CSL) partnership on both the university students involved and the sixth graders for whom the project was designed. The data suggest that both the sixth graders/community members and the university students learned valuable information and developed critical thinking skills from participation in the project. The analysis of the data gives us important insights into the ways such work can and does make an impact on all parties involved.