The recently adopted TEKS for English I-IV that will be implemented in 2020-2021 require students to write for a variety of purposes and audiences, to practice the writing process, and to engage in reflective writing. These standards can be difficult to meet when literacy instruction is confined to classroom borders, where students often write only for the teacher, using a limited set of composing processes, without opportunities for written reflection. One type of composition pedagogy that expands literacy instruction beyond classroom borders and immerses students in authentic rhetorical situations is service learning. In this article, the authors describe how service-learning projects in which students write for community partners allow students to write for external audiences, in real-world genres, employing complex composing processes, with ample opportunities for deep reflection. They also describe the experiences of a group of English II students who partnered with their local Department of Public Safety to write public service announcements that were published on the Department's Twitter feed. The authors hope to inspire other ELA teachers in Texas to incorporate service learning into their courses as a way of extending literacy instruction beyond classroom borders.