For the better part of the past 100 years, John Dewey, Ernest Boyer, and other higher education reform advocates have challenged universities to hold true to their civic roots and responsibilities by promoting teaching and scholarship in the context of the real world. In response, service-learning has evolved into a viable pedagogy to encourage deeper learning and development as well as greater personal and social responsibility of students. This article describes the components of effective service-learning and emerging research on service-learning and moral development, and poses questions and considerations for increasing moral growth opportunities within service-learning environments. (Contains 1 table.)