Service-learning (SL) has been validated throughout many studies as a productive experience to encourage relationship building between institutions and the community with measurable results. The aim of this meta-synthesis is to identify the underlying principles that promote SL in higher education with English Language Learners (ELLs) as a successful pedagogical tool. After the thorough examination of 12 research articles that focused on the experiences of preservice teachers (PSTs) with ELLs, five synthesized findings have surfaced: "heightened teacher awareness," "recognition of cultural capital," "reciprocity of the SL experience," "the importance of linguistically relevant teaching (LRT)," and "the power of authenticity." The data not only solidify the relevance SL with ELLs as a pedagogical tool, but also raise awareness regarding the significance of exposing all PSTs to such experiences in order to prepare them for the mainstream classrooms of the 21st century.