This study documented the learning outcomes of preservice teachers who participated in a service-learning program for professional development on understanding the academic and social needs of students attending urban schools in a low-income northern California community. Eight preservice teachers participated for periods from 1 to 2 years. Pretests and posttests, designed to measure end-of-the-year academic growth in mathematics and reading competence, were administered to 102 sixth graders to compare achievement outcomes between the intervention group and their comparable sixth grade peers. All eight preservice teachers engaged in personal and pedagogical generative work, leading to transformative educational consciousness and practices, while making statistically significant academic differences for their students. (Contains 2 figures and 15 references.) (Author/SLD)