When integrated into pre-service education programs, service learning has the potential to influence teacher candidates' pedagogy, professional dispositions, commitment to teaching, and sensitivity to student differences. Teacher candidates may make biased assumptions about an individual with a particular disability label based upon what they think they know about all students with that particular label, rather than what they actually know about that particular student as an individual. When used in the context of inclusive education, service learning has been shown to promote critical thinking, the understanding of the social context of disability, and more reflective teaching. In this project, service learning is used as a primary vehicle for influencing pre-service teacher candidates' beliefs about teaching students with developmental disabilities.