This quantitative study examined the change in Master in Teaching students' attitudes toward civic action and service self-efficacy after participating in academic service-learning with K-2 youth at school-university partnership sites. Study participants completed the Civic Attitudes and Skills Questionnaire (CASQ) and the Community Service Self-Efficacy Scale before and after participation in academic service-learning with the school-age youth. The researchers employed split plot ANOVA to analyze possible relationships among participants' ratings of their civic attitudes, service self-efficacy, and various demographic characteristics of the respondents. Results showed that multiple civic attitude factors and service self-efficacy tend to increase and/or move in a positive direction. Findings support existing literature suggesting that participation in academic service-learning has positive cognitive and affective effects on teacher candidates.