This article captures a service learning initiative that blends an existing national program designed to teach economic principles to K-12 students with elementary education teacher candidates enrolled in a social studies methods course. The initiative gives candidates the hands-on experience of teaching national and state objectives in the area of economics, supplies the volunteer base the organization needs to sustain its local program, and gives local elementary schools an additional resource in the area of economics. Candidates' reactions, the arrangement and the lessons learned are shared. Findings suggest that teacher candidates develop positive dispositions toward service learning, develop beginning pedagogical practices of efficacy, and reinforce their decision to teach.