A study explored the application of reflective judgment theory to the types of problem solving faced by students in community service placements. It also tested the impact of different service-learning experiences on growth in reflective judgment over the course of a semester. Participants were 66 students in 6 colleges and universities. They were interviewed at the beginning and end of their service-learning semester using a problem-solving protocol based on issues with which they were dealing in their service. Although service alone did not appear to contribute to development of more complex reflective judgment, students who were in well-integrated and highly reflective service-learning classes were significantly more likely to demonstrate growth than those in moderate or low intensity service-learning experiences. (Appendixes contain 18 references, 2 tables, and 3 figures.) (Author/YLB)