This article asserts that academics should constitute the majority of the teaching team of university service-learning curriculum. Using appraisals for service-learning courses for eight recent years at Shantou University, we apply the methods of one-way variance analysis and correlation analysis to analyze the data. The results show that academics teaching courses closely related to their specialties are the most popular with the students, that the self-appraisal scores of students taking the courses taught by those academics are the highest in learning outcomes, and that the correlation between the scores of the students' appraisals of these teachers and the learning outcomes received by students is the highest.