Background: Critical service-learning provides an opportunity for culturally sustaining and experiential learning across a variety of contexts. This study took place alongside a larger study examining the implementation of a year-long community-based critical service-learning initiative at an underresourced elementary school. While the larger study focused on the ways in which the teachers engaged with the framework, this study focuses on the students. Purpose: This study sought to explore third graders' perceptions of their participation in developing, planning, and implementing a critical service-learning project. Methodology/Approach: Fieldnotes from classroom observations, co-planning and co-teaching sessions, transcripts from student focus groups, and other lesson artifacts were analyzed qualitatively. Findings/Conclusions: A case study of two third-grade students found that amplification of student voice associated with engaging in the critical service-learning fostered a sense of community within the classroom and increased student self-efficacy. Implications: These findings add to the literature on critical service-learning in K-12 public schools while also providing impetus to continue studying student perceptions of experiential learning.