When done well, service-learning has strong value for all of its participants. But doing service-learning well is not easy since it relies on research from multiple domains, including: how people learn, how people develop social-emotional skills, and how people become civically engaged. This article discusses how to do service-learning well, as reflected in the eight service-learning standards developed for the K-12 environment, including the body of research that underlies these standards. Developing programs based on these evidence-based indicators should provide service-learning participants with a more meaningful and effective experience.