As agricultural educators continue to seek methods of instruction to make learning impactful for students, service-learning has emerged as a desirable technique for meeting these educational objectives. A gap in the agricultural education literature exists, however, in terms of describing whether these learning experiences motivate students intrinsically. This investigation sought to describe FFA members' level of intrinsic motivation resulting from participation in a service-learning activity, specifically the 2013 National FFA Days of Service. Deci and Ryan's Self-Determination Theory (SDT) served as the theoretical base for understanding FFA members intrinsic motivation through three empirically based constructs--interest, value, and perceived choice. Results from the study indicate FFA members were interested in and valued their service-learning experience; however, they had varied views in terms of their choice to participate. Findings also indicate a congruency between tenets of service-learning and axioms of SDT. We, therefore, offer the Intrinsic Service Learning Model in hopes of assisting practitioners of this pedagogical technique with delivering an intrinsically motivated service-learning experience for agricultural education students.