The purpose of this research study was to understand how college graduates used their service-learning experiences while in college to enhance their work lives after graduation. Service learning in higher education is a community-based, reciprocal approach using experiential education theories. Through service-learning activities associated with the course curriculum, learners develop good work habits that enhance their ability to become responsible, engaged participants in the workforce and in their community after graduation. This study examined the learners' cultural perceptions, personal attitudes, and perceived value of their service-learning experiences after graduation. The Lowery conceptual learning model (Lowery, D., et al., 2006) was used to assess how service experiences influence developing character traits related to the individual's civic responsibility and the cultural awareness of the needs of others. This study used a cross-sectional descriptive mixed methods strategy to increase the scientific merit of the findings. The study results present a composite view of college graduates from service-learning classes taught in 2007 through 2012 in four Eastern Region Campus Compact schools. A short 20-question online survey and follow-up scripted interviews were used to gain insight about the graduates' perceptions and attitudes regarding their academic course-related service-learning experiences. Issues raised by responders included the number of hours of service required, the amount of work needed to be accomplished in a short period of time, and the impact they had on the lives of others as a result of their service. While most responders agreed that their service-learning experiences helped them gain work experience and professional confidence, some suggested that their relationships with the service organization could have been improved with better training and orientation about the people they were serving. The graduates' desire to continue volunteering after graduation is supported by their interests in pursuing careers in service occupations. The summary addresses some improvements to future practices and offers some recommendations for future research about service-learning programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]