Studies on the application of service-learning with an emphasis on heritage learners are still emerging. Using a critical service-learning approach, I describe how the integration of a service-learning project showed heritage learners of Spanish the need for people with their bilingual abilities. Specifically, I examine the impact of service-learning and critical language pedagogies on students' perception and appreciation (or lack thereof) of their linguistic abilities. A qualitative analysis of self-reported answers to a biographical questionnaire and a final guided reflection, revealed that heritage learners not only gained confidence in their linguistic skills but also advanced their knowledge of the language and cultures while challenging and disrupting inequities that exist in a Latinx community. This study contributes to an emerging literature on the application of critical service-learning approaches to service-learning in heritage language learners' courses by showing the benefits and challenges of incorporating a project that sought mutual benefits for all stakeholders involved. It also contributes to documenting ways to create access to service-learning during the pandemic and how service-learning projects can be incorporated in courses offered virtually only.