Background: Studies have acknowledged the limitations of short-term service-learning programs. This highlights the importance of examining the influence of evidence-informed sustainable service-learning programs on preservice teachers' learning outcomes. Purpose: To explore the short-term influence of a sustainable service-learning program on first-year physical education teacher education (PETE) preservice teachers. Methods: Written reflections from 15 students (73% women and 27% men) in the first year of a PETE course were analyzed using Butin's conceptual model. Results: The service-learning experiences allowed first-year PETE preservice teachers to extend and refine their general pedagogical content, curriculum, and policy knowledge. However, PETE preservice teachers' learning was limited in terms of cultural, political, and postmodern perspectives. Discussion: This study provides recommendations for improving preservice teachers' learning in a sustainable service-learning program embedded in a PETE course.