The purpose of this narrative case study was to measure the emotional significance of service-learning experiences for community college students. Service-learning practices are structured experiences that provide an experiential component to classroom learning. Participants keep critical reflection journals as evidence of academic learning and personal growth. The literature illuminates the various perspectives to which practitioners and institutions subscribe in relation to service-learning. The question of sustainability has entered the conversation as motivations to practice service-learning differ among academics. Since higher education was developed on the premise of producing civic-minded graduates, it behooves the research community to investigate the impact of service-learning for learners at present and in the future. Critical reflection is essential to promote and evaluate student learning. Critical thinking also includes intellectual empathy, intellectual perseverance, intellectual confidence in reason, and an intellectual sense of justice. Emotional intelligence, including intercultural sensitivity, is essential to forming compassionate leaders. This study examined the role of emotion in service-learning environments and specifically, on compassion development among this diverse population. [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.]