This article describes an interprofessional service-learning initiative to address the educational and psychosocial needs of grandparent-headed families. This qualitative study explores the perceptions and experiences of the preservice teacher education students involved in implementing this project. Findings suggest that there are numerous benefits for teacher education students when service-learning is integrated into required coursework. The potential benefits for teacher education students that come from participating in service-learning include a broader understanding of the unique strengths and needs of nontraditional families, new insights into reflective practice, and an increased awareness of the benefits and challenges of interdisciplinary collaboration.