Service learning provides pre-service educators with a context for having hands-on field experience and also assists in understanding the theory and practice. This study discusses 7 undergraduates' implementations of learning stations as their service learning with 28 elementary school students. Through thematic data analysis of interviews, observation field notes, activity designs, and discussion posts, this study presented the following major findings. First, elementary school students, seven undergraduates, and a cooperative elementary school English teacher held positive attitudes towards the implementation of learning stations, because these developed children's cooperation and word recognition skills. Second, undergraduates and cooperative teachers gained professionalism through reflection and cooperation, in terms of activity designs, classroom management, and interpersonal skills development with kids and adults. Five suggestions are provided in order to effectively implement undergraduates' activity designs for learning stations as their service learning among elementary school students.