With the development of advanced degrees in early childhood education and the accompanying professional standards (National Association for Education of Young Children [NAEYC], 2002; National Board for Professional Teacher Standards [NBPTS], 2001, advanced early childhood programs are called to reach beyond the university classroom walls into the community in collaborative experiences. This paper reviews the changing context of teacher education, along with the history of service learning to support using service learning as advanced field experiences in teacher education. Experiences that incorporated service learning into two early childhood curriculum courses using a three-phase model (planning, implementation, and reflection) along with student reflections on the process are described. Implications for preparing advanced teachers in the field of early childhood education are also discussed. (Contains 1 table.)