A capstone course is often synthetic, bringing together many components of a student's educational background. For this reason, a project-based course in mathematical modeling makes a great capstone, as modeling problems often require a broad collection of mathematical tools for their solution. The addition of a service-learning component can further deepen the capstone experience, as it informs the way students look at a problem and motivates them to create solutions that are both reasonable and implementable. Students also have an added incentive to improve their written and oral skills for their final presentations. In this article, we describe how to build and incorporate a project from a community partner into a modeling capstone course. We include teaching notes and some student responses. (Contains 3 tables and 1 footnote.)