The use of service-learning pedagogies in general education courses is often limited to increasing volunteerism or civic literacy with problem-based or research-based projects reserved for upper level courses. This article examines the implementation of an "actionable data" service-learning project in an introductory, general studies course, which enrolled mostly freshmen and nonmajors. Combining elements of community-based research, action research, and service-learning, this project required students to undertake a research project on their own campus designed to affect meaningful policy change. Students used basic social science research methods to understand the policy-making process, to gather information from various stakeholders, to analyze alternative proposals, and to lobby for change. I examine the process for implementing this type of student-directed project and the limits of this type of service-learning assignment. Analysis of student reactions to the project indicates that participation had a positive effect on their interest in civic engagement and their sense of efficacy. This type of project is a low-cost and effective option to introduce students to social science research and service-learning in general education courses.