Due to physical proximity constraints imposed by COVID-19, extreme electronic service learning (e-service-learning)--instruction and service offered completely online--allowed for the safe continuation of service-learning experiences. Using a combination of surveys and an autoethnographic approach, this study describes findings of an intergenerational extreme e-service learning project from four perspectives: students, assisted living facility residents, community partner, and course instructor. Positive impacts were noted on personal, social, and learning contexts among each of the four perspectives.