Despite the worldwide increasing prevalence of students with disabilities (SWD) in the general education environment, pre-service educators (PSE) are still reporting negative attitudes before and after taking coursework regarding SWD. Service-learning may be one method for improving the perceptions of PSEs towards SWD. Prior research has not investigated service-learning for PSE with SWD using change and transformative theory to understand changes. The purpose of this mixed methods study was to determine whether a service-learning activity positively influences PSE perceptions regarding the inclusion of SWD in the general education environment using a modified sentiments, attitudes, and concerns protocol. Results indicate that PSEs can positively change their perceptions concerning SWD in their future classrooms.