Mitchell, Donohue, and Young-Law (2012) observe that in practice and theory, service-learning may be a "pedagogy of whiteness--strategies of instruction that consciously or unconsciously reinforce norms and privileges developed by, and for the benefit of, White people in the United States" (p. 613). In this historiography of service-learning, I examine four scholarly texts and three well-accessed online historical summaries published by service-learning practitioners. I explore how these historical narratives represent people of color, what they include and exclude, and how these representations and inclusions/exclusions may reinforce or challenge White normativity in service-learning. Additionally, I suggest supplemental events, figures, and philosophies that could be considered part of the history of service-learning in order to challenge its prevailing Whiteness.