Many college students feel that learning a second language (L2) is necessary to bring value to their future. However, many also feel that during their years of learning an L2, the only experience they acquire starts when they enter the classroom and stops when they leave it. This view may bring a lack of engagement in learning the L2. Research has shown that by integrating service-learning (SL) into the curriculum, students' role as L2 learners and speakers may take a new perspective as they feel more active and responsible for their learning. This article presents the impacts SL has on a group of college students of French who are involved in an SL project. (Contains 2 tables, 1 figure and 3 notes.)