As service-learning and community-based learning proliferate in higher education, increased attention has been directed toward gathering evidence of their impacts. While the bulk of the literature has focused on student outcomes, little work has been done to examine how the perspectives of stakeholder groups overlap and intersect. This study uses an exploratory qualitative design to examine the experiences of service-learning students, faculty, and community partners at a four-year public university, which revealed five key themes: the time-intensive nature of service-learning, the added value provided by the service-learning faculty member, the additional benefits created by service-learning connections, the unintended opportunities for discovery of self and others, and the impacts of the liminal space of service-learning transcending traditional academic boundaries. Implications of the study reveal the importance of institutional support and coordination to maximize impacts on stakeholders, as well as the need for further study of overlapping stakeholder perspectives in multiple contexts.