University students who experience real-world service tend to develop a more inclusive world view and enhanced understandings outside of their personal perspectives. This project combined course objectives, community collaboration, and service provision to identify the impact of students' understanding of social justice and disability access realities. The purpose of this study was to explore the impact of a service-learning university course on social justice education. The study explored how constructs including empathy, attitudes towards diversity, self-efficacy, and personal communication (of undergraduate university students) were impacted by interactions with children with disabilities in a summer camp setting that included various activities (e.g., art, equestrian). The study utilized surveys completed by university students prior to a service-learning experience and again after the project. Pre- and during-camp reflection data were also analyzed.