The applied project sought to gain insight into student perceptions of required volunteerism in the context of coursework. The study included classes at a mid-sized southeastern community college and occurred in a single semester. The study was qualitative in nature and utilized focus groups and the analysis of reflective assignments to gather data. The collected data was analyzed using Butin's (2010) perspectives of service-learning and Clary and Snyder's VFI motivations. At the time of the study, there was no campus office devoted solely to service-learning. Prior research in the field showed that students made social gains (Bacter & Marc, 2016; Kyriacou & Kato, 2014; Anotni, 2009; Agostino, 2010), gains in course content comprehension (Colvin & Tobler, 2013; Holdsworth & Quinn, 2011), and had the potential to reinforce or sometimes alter career plans (Moore, Warta, & Erichsen, 2014; Jinranek, Humm, Kals, Strubel, & Wehner, 2013). Data from this study found both social gains and an increased understanding of course content. Major themes that emerged in addition to these findings included skill building and possible obstacles to the completion of required volunteer hours by participating students. One participant experienced a change in career plans. [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.]