The purpose of this article is to share pedagogical materials and activities which can help TESOL practitioners prepare service-learning activities inside and outside the classroom. This study utilizes action research tools to improve academic service-learning in TESOL as a holistic approach to problem solving rather than a single method for collecting and analyzing data. The article describes the experiences of planning, implementing, participating in, and evaluating a successful university intensive English course at a midwestern U.S. university. Qualitative research methods used included document collection and analysis, authentic instructional artifacts, and a survey to exemplify the experiences of students and community partners. Students expressed their preferences for service-learning as both community building and personal growth opportunities with student reflection data. The results of this study suggest that the seven steps for service-learning in the TESOL model may be the starting point for developing additional context-specific service-learning courses in TESOL depending on the nature and location of an English language program. Based on the findings of the present research, the author also argues that this study shows that there are certain identifiable boundaries and combinations of useful steps for an acceptable TESOL service-learning project.