Service-learning is a unique pedagogy, and its very differences from traditional teaching and learning strategies make it both appealing and challenging to implement. Students and faculty alike are the products of traditional learning environments and often find service-learning unfamiliar and, as a consequence, experience dissonance, discomfort, and uncertainty. Confronting the difficulties students and faculty at our North Carolina State University have faced in adjusting to these differences has helped the authors to realize the importance of making "shifts in perspective" in how to understand and enact teaching and learning and service. This article shares the authors' emerging understanding of these "shifts" and how students and faculty can be supported in undertaking them effectively. The central conclusion is that reflecting on the differences between service-learning and more traditional pedagogies, and on ways to make the associated shifts in perspective and practice, can help practitioners to implement service-learning successfully and more fully tap its power to nurture the capacity for self-directed learning. (Contains 1 table, 1 figure, and 1 note.)