Undergraduate students' reports of their service-learning course experiences and their gains from participation in those courses were investigated with a sample of 250 students at Tulane University. The students completed a survey in which they rated their service-learning courses in terms of three aspects: Value of Service, Focus on Service, and Opportunities for Reflection. These course attributes predicted students' reported outcomes from service-learning, including Learning about the Community, Academic Learning, Gains in Problem-solving and Leadership Skills, and Satisfaction with the University. A Social Change orientation in the service-learning course contributed independently to the prediction of outcomes. Replicating an earlier study, a "match" between student preferences for service orientations and the nature of service experienced was shown to predict service-learning course outcomes for students who expressed a positive orientation preference.