This qualitative case study explored the influence that service-learning involvement has on undergraduate college students' cognitive, environmental, and behavioral factors related to nutrition. Utilizing the major constructs of the social cognitive theory, the research questions guided the investigation of how participants in a previously established nutrition service-learning course described their cognitive, environment, and behavioral influences related to nutrition throughout the course. Participants also described their nutrition self-efficacy after participating in a service-learning nutrition course. Participants described their experiences through a pre-post survey, reflections, and voluntary interviews. Based on these constructs, this service-learning course was found to improve knowledge, awareness, values, and behaviors related to nutrition for all study participants. Findings show positive changes in nutrition-related self-efficacy, especially related to the meaning-making experience of the service-learning. Results from this study suggest that intentional reflection questions related to health behavior factors in health-based service-learning courses may be utilized to influence behavioral outcomes.