Service-Learning has become a popular pedagogical strategy; yet, little attention has been given to the construction of a syllabus that includes a service-learning component. The purpose of this paper is to help instructors identify essential components of high-quality service-learning, to learn ways to incorporate these components into appropriate courses, and to effectively communicate the service-learning requirements through their syllabus. Specifically, the process of developing a service-learning syllabus is discussed in relation to course goals and objectives, service-learning activities, and reflection activities.