This paper reports on the first two semesters of an ongoing longitudinal study exploring how 22 pre-service teachers' involvement with change-oriented service-learning impacted their thinking about citizenship and civic education. Drawing upon Westheimer and Kahne's (2004) notions of citizenship, we analyzed three data sources: pre- and post-writing about citizenship and culminating reflections, and followup surveys (completed six months after the service-learning experience). Two central findings include: (1) students' participation in change-oriented service-learning pushed them to consider the importance of action and knowledge as essential aspects of citizenship in the short term; (2) students' thinking about the purposes and practices of civic education closely reflected their changing thinking about and enactments of citizenship over time. (Contains 2 tables and 5 notes.)