The numerous ways that postsecondary students benefit from experiential education across the academic disciplines have been well documented in the scholarly literature. One exception, however, is in the field of dance, where these effects have not been researched as extensively. Using a combination of qualitative and quantitative research methods, this study examines how university dance students participating in service-learning projects at primary and secondary schools are affected academically, behaviourally, cognitively, and professionally. The authors also explore the role of service learning in helping to develop socially embedded artists and model programmes that are successful in accomplishing this objective. Implications for service learning in the arts, limitations of the study, and directions for future research are discussed. (Contains 1 figure, 8 tables and 8 notes.)