Low-income students who are the first in their family to attend college continue to drop out at alarmingly high rates. Previous studies have shown that service-learning can have a positive influence on student retention. However, little research exists to explore how low-income, first-generation (LIFG) college students experience service-learning, and how it might impact their persistence in higher education. This article presents findings from a qualitative study of the service-learning experiences of six LIFG students, with the aim of generating an in-depth understanding of how these experiences may have contributed to the students' persistence in college. Implications for future research are discussed. (Contains 1 figure.)