The prominence of experiential learning or service learning continues to grow in higher education. A 1999-2000 survey found that of 324 universities and colleges across the United States, 82% offer over 7,000 undergraduate level courses and over 700 graduate level courses in experiential or service learning. This paper considers the role of student motivation in service learning through a case study method. The author of the paper worked with several different classes designed as experiential learning experiences--the classes were designed using D.A. Kolb's learning style elements feel (concrete experience), watch (reflective observation), think (abstract conceptualization), and do (active experimentation) and the service learning principles of community, reflection, and academics. According to the paper, the first class contained 10 students who, in teams of two, interviewed city residents and took photographs of their property involved in the 1997 "Flood of the Century" in North Dakota; the second class consisted of 17 students who, in teams of two, designed a brochure for a name brand company with local representation and, as another assignment, designed a web site; the last class consisted of 18 students who conducted an interpersonal communication research project and prepared their findings for an academic conference panel presentation. The paper finds that observation from these four case studies suggests student motivation in experiential situations is complex and cannot be considered in isolation. Includes 2 tables. Contains 14 references. (NKA)