Teachers are looking for meaningful ways to connect with students and instill in them an understanding and appreciation for academic content that will extend beyond the classroom. Service-learning is a teaching pedagogy that connects classroom content with real-world problems that allow students to practice applying knowledge and skills while making an impact on the issue. Service-Learning theory and service-learning history guided this interpretive phenomenological analysis, in which four educators who utilized service-learning in the high school classroom were interviewed to understand their lived experiences with service-learning. Through data analysis, three salient superordinate themes emerged: personal impacts of service-learning, student impacts of service-learning, and challenges to service-learning. Participants explored their feelings of pride, their relationships with students, connectedness between peers and family, and increased number of strategies within a teacher toolbox as the main personal impacts to implementing service-learning. Student impacts included being forever changed, breaking down misconceptions and preconceived notions, influencing decisions after high school, and developing increased buy-in and engagement. Participants felt time and money were the greatest challenges to implementing service-learning. The data supported existing literature on service-learning, but suggested that additional work in the area of educators' experiences and secondary service-learning are warranted. Findings are relevant for high school educators and administrators who can develop programs and projects utilizing service-learning at the high school level. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]