Community service learning at the university level is often conceived of as a mechanism for introducing privileged young adults to people with whom they have never interacted and experiences they have never had. American universities and courses involving community service learning are increasingly filling, however, with undergraduates who are members of the identity categories to which the community service learning experiences are intended to introduce them. The authors of this study consider the experiences of university students of color participating in a community service learning program. (Contains 2 footnotes.)