In this article, we detail our findings from a case study of three instructors as they newly implemented service-learning pedagogies into their first year writing classes. Drawing on the instructors' perspectives as part of a larger programmatic assessment, we demonstrate that a service-learning curriculum can broadly foster learning outcomes for all participants--students and instructors. Our study found that instructors implementing a service-learning curriculum developed the same kinds of learning outcomes that are considered integral to successful service-learning endeavors for students, including increased community building, reflective practice, a sense of locatedness, and critical engagement as teachers. Our particular assessment methodology opened up spaces for instructors to more organically learn about intangible aspects of teaching and, in so doing, served as a pivotal component of the instructors' development. As administrators, this knowledge can help us when making curricular decisions and provide us with the foresight to introduce holistic programmatic assessments that account for learning among all participants.