This article explores the use of critical reflection to facilitate the construction of knowledge resulting from participation in e-service-learning courses. Such an instructional approach integrates an interdisciplinary curricular framework with site-specific service-learning opportunities resulting in an environment richer and more accessible through the use of technology. By facilitating the reflection process through this combination of service learning pedagogy and an online course format, students are empowered to both assess individual learning goals as well as collaborate with others to make meaning of their individual service-learning experience. Results from this study indicate that students felt reflection was essential to learning through gaining multiple perspectives and being introduced to a diversity of ideas.