This phenomenological study sought to understand the lived experiences of graduate students engaged in STEM-related Academic Service-Learning (AS-L). For the purposes of this study, Academic Service-Learning is a form of experiential learning whereby students complete a service project as a component of a specific course. This study looked at these student AS-L project experiences at the graduate level as a component of STEM-based courses. While the impact of Academic Service-Learning on the undergraduate experience is well documented, there is no research to date on the graduate experience, much less on graduate students in STEM fields. By understanding the lived experiences of graduate students in STEM-based Academic Service-Learning, this study attempts to fill that gap. The research questions that guided my study were: (1) What types of project-based experiences are graduate students performing in their Academic-Service-Learning designated courses? (2) What are the lived experiences of graduate students who are conducting AS-L projects in the community as a component of a STEM-based AS-L course as perceived by students, faculty, and community partners. (3) What are the lived experiences of the community partners who are hosting the students for their AS-L projects. The study included 16 participants, comprising of 7 students, 6 faculty, and 3 community partners. The feedback shared for this study was collected through semi-structured interviews lasting approximately 30-45 minutes and took place electronically. Data was then analyzed through two rounds of coding: (1) In Vivo coding followed by (2) Axial Coding. Several themes emerged in response to the research questions. The emergent themes associated with answering the first research question about the types of AS-L projects are: project location, regionally focused, course / project relationship, opportunities to make recommendations, and working while completing the project. The emergent themes associated with answering the second research question about the lived experiences of graduate students involved in STEM-related AS-L projects are: overall positive experiences, learning the needs of the community, obtaining experiential learning experiences, enhanced employability / career growth, and enhancing skillsets. Finally, the emergent themes associated with answering the third research question about the lived experiences of community partners who host STEM-related AS-L students are their motivations for hosting AS-L students and their approach to supervising students. The findings presented in this phenomenological study may be helpful for students looking to increase their skillsets. This study may also be helpful for faculty and institutions of higher education looking for ways to increase student success and deepen connections with the greater community. Finally, this study may also be beneficial for the community organizations looking to grow their own skillsets and talent base. [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.]