While there are recognized and demonstrated benefits of service learning for student outcomes, challenges professors may face using such approach for competency-based teaching have seldom been discussed. This paper describes the integration of service-learning pedagogy in teaching a project-based course on program planning to new Masters of Public Health (MPH) students. In addition to the benefits of learning outcomes, challenges from the students' perspective are described. More importantly, challenges that many professors may face when incorporating service learning into instruction are discussed. These include heavy time commitment, new MPH students with diverse backgrounds, and student anxiety. Strategies used to address these challenges are also shared, such as plan in advance, acknowledge challenges and provide resources, develop guided instructions, and tailor to students' stages of learning. Students' feedback and responses to the overall course and these strategies are presented. This paper aims to encourage more dialogue on using service-learning pedagogy in higher education and help instructors be prepared to deal with some of the more complex issues when infusing such pedagogy among new graduate students.