The purpose of this qualitative study was to explore and describe the perceptions of participants of PeaceJam towards personal and collective power, service learning, social justice and democratic education as examined through participant observations, interviews, focus groups, artifacts, and documents of individuals engaging with the non-profit organization PeaceJam. The PeaceJam curriculum and service-learning model is strongly related to social justice and democratic education as it advocates for civic action and attacking the root cause of issues as inspired by 14 Nobel Peace Prize Winners motivating everyday citizens to change the world through action (PeaceJam 2019). Throughout the course of this research study, 11 interviews and two focus groups were conducted that provided valuable data addressing questions at the forefront of this study. The major findings are related to the research on young adults post high school under the age of thirty who have had experiences with PeaceJam in the United States. Various realities of individuals and their perceptions as they related to participating in PeaceJam were analyzed. Also included is a discussion on progressive education theoretical framework that leads to the creation of a democratic society, grounded in the philosophies of education of John Dewey, Paulo Freire, Maxine Green and service-learning scholar, Eric C. Sheffield. The youth's experiences included common themes consistent with PeaceJam's mission of education, inspiration, and action. They created safe spaces to explore identities and utilize personal and collective power to participate in a democratic society through service learning. PeaceJam has a plethora of possibilities. There is a need to expand clubs and events that create the environments for youth to flourish. Youth organizations, educational institutions, community leaders and youth allies need to prioritize and invest in providing youth spaces to participate in democracy and not just learn about it. [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.]