This study examined undergraduate students' approaches to service learning based on their perceptions as mentors. As part of a university multicultural service-learning program, mentors met regularly with assigned mentees in low-income middle schools to promote college participation. Based on an analysis of mentors' written reflections about their mentees and the mentoring relationship, the major findings were (1) adverse approaches beyond the literature on the philanthropic and civic approaches to service and (2) corresponding patterns between these approaches and depictions of the mentees and the mentoring relationships. Overall, these findings demonstrated that civic and philanthropic approach services are not dualistic or comprehensive categories but can be expanded to further identify and improve service-learning approaches.