Service-learning is a pedagogical approach that higher education can use to promote civic engagement among students, but it has not fully realized its original civic purpose. Butin (2010) argues that to meet its civic mission, service-learning must move toward a more justice-oriented pedagogy that empowers stakeholders to bring about social change. To that end, we worked toward a more critical model of service-learning, first proposed by Mitchell (2008), that encourages a social change approach to service-learning. We propose that students' relationships with their professors, community partners, and peer mentors help facilitate this goal. We examined how these three types of relationship impacted students' civic engagement. Results demonstrated that each type of relationship had a different impact on students' developing civic engagement attitudes. This article discusses how such relationships can help achieve critical service-learning's goal of developing more participatory and transformational citizens.