Developing a course with a service-learning component includes several factors. One common mistake among faculty members involves the practice of sending students into the community without a plan for connecting the experience with the learning objectives of the course. Invariably, the service component is where the experience ends for the students and the learning objectives fail to be a key element of the experience. The purpose of this article is to provide faculty members with several considerations necessary for designing an effective course with a service-learning component that will make a lasting impression on both the students and community partner. (Contains 1 table.)