More literature is needed that focuses on the effectiveness of service learning projects in higher education, specifically how individual students are impacted. This study investigates the possible influence of an international service-learning experience on a student's worldview. The International Service-Learning Inventory was used to ask students a variety of questions on social justice, intercultural competencies, diversity, global awareness, democracy, civic engagement, and transformative learning. The study was conducted with University of Central Florida student participants (N = 9) enrolled in an international service-learning field experience in Botswana examining educational access and gender issues. The results demonstrated strong relationship among four factors: Community, Civic Engagement, Diversity, and Education & Leadership--of which were defined as a student's worldview. In addition, there were interaction effects with the four factors and gender and ethnicity and main effect sizes with the four factors and first generational students, Pell Grant recipients, and those who have traveled abroad. Because of the large effect size in the small population, this "pilot" or "exploratory" research suggests to the reader significant results may be found when examining larger populations.