This article represents the culmination of a two-year qualitative case study concerning how 33 students in a service-learning course understood poverty as they prepared taxes for low-income families through the IRS's Volunteer Income Tax Assistance program. Because the tax site communities are seen as community partners in their own right, this research takes up Clark & Young's (2005) and Siemers, Harrison, Clayton, & Stanley's (2015) call to attend to the spatial effects of service-learning. It finds that the "where" of service-learning matters as deeply as the "what" given that service placements--particularly in hometowns or college communities--cause students to interact in the spaces served in new ways. Service-learning encourages an unpacking of the ways that inequalities are mapped onto particular spaces (e.g., "ghettos," "safe neighborhoods," etc.). By attending to conceptualizations of communities, service-learning helps students tease out spatial inequities and power structures at work in those communities.