The aim of this paper is to discuss the value of service-learning to students. There currently exists a gap in this understanding. We apply mixed-methods research using a sample of higher education students to develop this discussion. We found that students valued service-learning for the opportunity that it provides to increase their personal citizenship skills. We suggest this reflects Habermas' framework of knowledge/interests, namely instrumental, hermeneutic and emancipatory. Our findings further highlight a significant difference between males and females in the value that students attached to service-learning. We suggest that these findings can inform us about the aspects we should consider when developing learning and teaching approaches in service-learning.