Through the use of constructed narratives, this article shares the experiences of two preservice teachers and their university professor in implementing service learning projects that took place within their Professional Development School partnerships. Findings suggest that (1) service learning was a valuable instructional strategy to enhance the PDS model. (2) The embedded structures within the PDS partnership were beneficial in helping to create a successful service learning projects. (3) The service learning projects required the preservice teachers to engage in their PDS in new and meaningful ways that further supported preservice teacher learning. Recommendations for teacher educators who want to incorporate service learning include using the existing structures of their school university partnerships to support the implementation of service learning, create service learning projects that directly align with the partnership's School Improvement Plan, and establish clearly defined learning goals before preservice teachers engage in service learning to support their learning.