This research targeted the impact of service-learning experiences in one course of a teacher preparation program in an urban, private university. Participants chose either an indirect (food or toy drive) or direct (food pantry or homeless shelter) service-learning experience. Twenty-four undergraduate and graduate education majors participated in a semantic differential (Conrad & Hedin, 1981) before and after their experiences to record their attitudes about being active in their communities. In addition, reflective journal entries responding to specific prompts about the experiences were analyzed to determine themes based on connections in the following areas: course content; goals and objectives; understanding of social responsibility; and impact of the service-learning experience. Findings indicate an overall positive attitude change related to both indirect and direct service-learning projects and insightful reflective journal entries. (Contains 2 tables.)