A number of social and ecological justice educators have long recognized the need for educational institutions to foster the development of a critical interest in civic engagement. They also have recognized the lack of appropriate education for students who are already civically engaged. One popular way to address this context in higher education is the development of service learning (SL) programs and classes to get students engaged in their community while learning about social change. However, for one reason or another, SL offerings often fail to adequately analyze and address issues of social and ecological injustice in communities and systems. In this context the critical goals of SL can often be subsumed by hegemonic university priorities and conceptions of the purpose of higher education. This case study examines the Service Learning program at California State University, Monterey Bay. CSU Monterey Bay has developed a robust Service Learning program with a two-semester requirement for each student. My research questions for this study are as follows: What is being done at CSUMB to foster critical, transformative, and democratizing SL experiences, and what aspects are potentially being overlooked? Are these goals shared by the diverse array of stakeholders in SL at CSUMB? And what contradictions or tensions exist regarding these goals between or within specific stakeholder groups? I address these questions by surveying and interviewing SL faculty, community partners, and students at CSU Monterey. The data were analyzed using interpretive phenomenological analysis. The findings suggest that the critical goals of SL are largely shared by the majority of SL stakeholders at CSUMB; however, the experiences of individual students, faculty, and community partners can still vary greatly across the curriculum. Based on the analysis of data, this study offers many specific recommendations and avenues for program development. These findings, and the framework used for analysis, could be useful to other SL or community engagement programs in higher education looking to develop critical ecological and social justice goals. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]