This study piloted a service-learning assessment suite to measure students' perceived self-efficacy on program development and implementation competencies (Service-Learning Self-Efficacy on Program Development and Implementation [SL-SEPDI]), Service-Learning Belief Inventory (SLBI), and an Overall Service-Learning Self-Efficacy on Program Development and Implementation (OVSL-SEPDI) scales. MPH students in a required course participated in the study during 2011-2015 (N = 87). Baseline survey was used to assess the reliabilities of the 12-item SL-SEPDI and the nine-item SLBI scales, and post-test survey assessed the 10-item OVSL-SEPDI scale. Confirmatory factor analysis showed good model fit index and all items loaded significantly on both the SL-SEPDI (?[superscript 2]/df = 1.34; root mean square error of approximation [RMSEA] = 0.067; Tucker-Lewis index [TLI] = 0.92; comparative fit index [CFI] = 0.94; incremental fit index [IFI] = 0.94; goodness-of-fit index [GFI] = 0.86) and SLBI (?[superscript 2]/df = 1.28; RMSEA = 0.061; TLI = 0.97; CFI = 0.98; IFI = 0.98; GFI = 0.91) scales. Data also showed satisfactory reliability scores, with Cronbach's alphas of 0.87, 0.88, and 0.91 for the SL-SEPDI, SLBI, and OVSL-SEPDI scales. This study provides data supporting the validities and reliabilities of this service-learning measurement suite, and has implications to assess student self-efficacy outcomes.