In this paper, we share the results of our recent study of a quantitative literacy course with a service-learning component. Our study aims to answer the question: How did student attitudes shift as a result of participating in this course? We present and analyze statistics from pre- and post-surveys in five classes (N = 78) taught by two different professors, and we share qualitative data from focus group interviews in two sections of the course. This mixed-methods analysis suggests that the course has a positive effect on the math attitudes of our students.