In redesigning a pedagogy course for college dance majors, the author sought ways to provide practical teaching experience for students that coincided with making connections within the local community. Through research on best practices in service-learning courses, diverse methods of reflection proved key toward enhancing student experience beyond surface volunteerism by connecting the service (teaching dance to elementary students in this case) to broader and deeper personal learning. This article describes best practices from a survey of service-learning literature and shares reflective assignments specific to the author's dance pedagogy course. Emphasis is placed on how the process of reflection aims to link course content to problem solving in real-world contexts, thus providing a deeper and more significant learning experience for students.