Service-learning are structured experiences where students gain awareness and knowledge as it relates to civic responsibility, one of a few high-impact practices identified by the AAC&U. To help assess this practice, we utilized a directed content analysis approach of the final written reflections of undergraduate recreation students who facilitated an after-school, service-learning program. The purpose of this study was to identify outcomes of a service-learning program on undergraduate student facilitators. The outcomes were measured through the examination of structured written reflections. This study compliments the existing research of service-learning of college students. Three notable categories were especially salient to understanding the impact of the service-learning experience: (a) Service Creates a Learning Lab for Development, (b) Awareness of Challenges Faced by Youth, (c) Service Creates Meaningful Connections