Grant writing experience can be a valuable asset for students completing masters-level degree programs across a variety of disciplines. A service learning grant writing project was incorporated in a multidisciplinary program evaluation course as part of a writing requirement. Twelve students served as "ghost writers" and wrote grant proposals to foundations for community organizations. Projects were assessed by ratings provided by faculty across departments who served as judges. Qualitative data was collected from students and organizational sponsors that showed high levels of satisfaction from both groups and an awareness of reciprocity of benefit from service learning were observed in both groups. Benefits and limitations of the pedagogical technique are discussed.