Background:The ability to forge connections between academic study and real-world experience is essential in service learning (SL). Furthermore, the transition out of SL projects can be emotionally charged for both students and service recipients; yet, little research has been conducted on this topic. Purpose: This study aimed (a) to compare students' ability to forge connections between course content and service experience and (b) to compare the transition out of their SL project between the 2016 and 2017 cohorts. Methodology/Approach: Mixed methods were used for the comparison. T tests were conducted to compare differences in the exam scores between the two cohorts. Summative content analysis was used to compare students' weekly reflection journals for the two cohorts. Findings/Conclusions: Students were better able to make such connections when they were explicitly guided with prompting questions based on each week's lecture topics. Students also transitioned out of their projects more smoothly when provided with a lecture, abundant reflection opportunities, and more instructor coaching. Exam scores, however, showed no statistical differences between the cohorts. Implications: Intentional efforts must be made to ensure that students relate course content to their service experience. Providing guidance on transitioning to project closure would also benefit students.