As the prevalence of autism spectrum disorder (ASD) rises and individuals with ASD seek community inclusion, there is a great need for community awareness and knowledge of ASD. This study aimed to address this need using service-learning pedagogy to increase undergraduate students' awareness, knowledge, and perception of ASD. Two cohorts of undergraduate students (N = 44) enrolled in a course that required 30 hours of hands-on community service with individuals with ASD in addition to 3 hours per week of in-class participation. Based on students' responses to a pre- and postcourse survey as well as their open-ended case study responses, service-learning pedagogy has the potential to improve undergraduate student awareness, knowledge, and acceptance of ASD. Lessons learned and recommendations for future research are discussed.