Service learning holds the potential to educate for citizenship, preparing students as individuals who can respond not only to the daily challenges of an interconnected yet fragmented world but also to the emerging calls to rebuild disaster-stricken communities. Although seen by some as a cumbersome pedagogical approach, service learning can offer opportunities for students to recognize their role in society, take part in intercultural conversation, and develop into critical citizens, making it worthwhile to undertake for a citizenship oriented towards social justice. This case study illustrates such meaningful accounts from undergraduate students involved in postdisaster rehabilitation and recovery efforts.