Service-learning has roots deep in higher education. Community colleges and service-learning have an organic relationship as they both strive to represent and support their local communities. This study implemented propensity score matching to study the impact of service-learning on student outcomes for community college students. Much of the literature in the field of service-learning currently focuses on the benefits of participation for four-year college students and on "soft skill" development. Research has neglected community college students and service-learning impacts on academic outcomes. Currently, completion of student outcomes through participation in service-learning coursework has received little attention in the research literature. This study is significant because it is necessary to understand the importance of expanding service-learning as a teaching tool in all areas of higher education. Understanding the impacts of service-learning participation on institutional outcomes such as GPA, transferability, and completion may allow for increased funding directed toward expanding these programs. Budgets in higher education are continuously shrinking while enrollment is increasing; demonstrating the validity of service-learning is important to continuing the implementation of this teaching tool. The major research questions of this study examining the characteristics of those who completed service-learning coursework and what impacts service-learning participation had on GPA, transferability, and completion of coursework and academic goals. The population for this study consisted of community college students at a large, urban, multi-campus community college located in the southeastern part of the United States. The college annually serves 70,000 students and offers a number of academic, vocational, and continuing education programs. The data for this project included students who were enrolled during the 2011-2012 academic year. Students varied in their ethnicity, age, gender, financial aid status, state, country, sexual identity, religious belief, economic status, class rank, and other demographic areas. Academically, the students varied in their enrollment status, developmental course needs, completion/transfer status, and academic achievement. This highly varied group of students either participated or did not participate in a service-learning course during the 2011-2012 academic year. The study implemented propensity score matching. By using propensity score matching to guide this study, the research was able to create and study balanced groups of students to see how and where service-learning participation impacted students. The students were matched on ethnicity, gender, non-transfer, age, Pell recipient, full-time enrollment, late-entry, first time in college, and developmental course needs. Logistic regression was conducted to determine which independent variables in the model were associated with the dependent variable--enrolling or not enrolling in a service-learning course. Logistic regression results indicated that the overall model of five predictors (African American, male, enrolled in a non-transfer degree, enrolled full-time, and first time in college) was statistically reliable in predicting membership in the dependent variable. The findings of this study revealed that service-learning participants completed institutional and academic goals at a higher level than their counterparts. Outcomes of students in the cohort who experienced service-learning courses were significantly different in college level credits attempted, college level credits completed, and college level credits completed with a grade of C or better. There were also significant average mean differences between first term grade point average; final grade point averages were higher for the service-learning participants. On average, students who participated in service-learning experienced positive effects in college level outcomes earning seven more college credits and higher average first-term and final grade point averages than students in the comparison group. Future research is needed to discover how service-learning impacts students longer term, what effects it has on students relative to the job market, and how it impacts community college students specifically. [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.]