This qualitative study explores preservice teachers' experiences in a service-learning literacy tutoring program offered at a university with children in grades one through eight. This study examines briefly the history of literacy centers and service-learning, the specific instructional tutoring methods employed by preservice teachers connected to decoding, comprehension, and vocabulary, and the professional growth of preservice teachers pertaining to communication and teaching with intentionality, as identified in their written reflections. Advantages and disadvantages of tutoring, as perceived by the participants, will be addressed, too. Providing multiple early field opportunities for preservice teachers is essential and doing so within a service-learning literacy tutoring program can be a successful experience for all involved.