This qualitative study examines how service-learning pedagogy can facilitate graduate students' learning of assessment. Interviews with 14 students enrolled in a student affairs graduate program suggest that (a) direct application of content knowledge through a service-learning course enhanced students' learning of assessment, (b) exposing students to the utility of their assessment findings deepened students' understanding of the value of assessment in student affairs, and (c) students shifted their focus from grades to conducting a rigorous assessment study as they experienced the value others placed on their service.