A comparative analysis was conducted on student attitudes and skills among student interns, academic-based service-learners, and cultural-based service-learners. Students did not differ in scores at the beginning of the semester, but by the end of the term student interns had higher multicultural awareness and intercultural relationship scores and lower racial and civic attitude scores than did cultural-based service-learners. Field supervisors also appraised student interns as having a better ability to develop relationships with professionals at placement sites than service-learners. The consistency of data from field supervisors and students suggest that the alignment between the course content and the service activity is associated with student development and learning.