Service-learning was introduced to tertiary education in Asia more than a decade ago. However, there has been little prior Asia-based research across different jurisdictions comparing student developmental outcomes arising from service-learning. We report two studies that validated the Service-Learning Outcomes Measurement Scale (S-LOMS) by comparing its scores obtained from Hong Kong and Singapore samples. Study 1 employed confirmatory factor analysis, and the results showed that S-LOMS is a reliable measurement instrument for both jurisdictions. Study 2 compared the developmental outcomes arising from service-learning for Hong Kong and Singapore students across the 11 domains of S-LOMS. Investigation of the pretest data (baseline) indicated significantly higher scores for Singapore students on seven domains, which may have reflected greater prior exposure to community service, as compared with the Hong Kong students. Comparisons of pretest and posttest scores through paired sample t-tests indicated that service-learning had significantly greater developmental outcomes in five domains for Hong Kong students as compared with Singapore students. While there were no significant improvements for Singapore students in caring and respect, sense of social responsibility, and commitment to self-improvement, Hong Kong students perceived themselves as having significantly improved in all domains. Possible reasons for the Study 2 results are discussed.