This study contributes to the service learning (SL) literature by providing new empirical evidence of learning from a problem-based SL research project conducted in a developmental research methods course. Two sections of the course taught in a traditional manner were compared to two sections of the course taught with an integrated SL project involving a local Boys & Girls Club. Pre- and posttest scores of the groups were compared in regard to content knowledge, civic engagement, and perceptions of the course. Results indicated that the SL students outperformed the control courses in learning outcomes. Civic engagement did not significantly change over the course of the semester. Student preference data indicated that most enjoyed the SL course, found it helpful, and thought it contributed to their understanding of the course material. The findings are related to past research and theoretical underpinnings that support SL.