In this study, candidates at two universities in the southeastern United States engaged in service-learning projects that investigated the effects of service learning on pre-service teachers' understanding of the unique characteristics of young adolescents from diverse backgrounds and knowledge of middle level professional roles. Data were collected through a survey that included Likert scale and open-ended items. The data were used to determine the pre-service teachers' under-standing of young adolescents and the professional role of middle level educators. The data are organized into four themes: (a) knowledge of young adolescent development, (b) advocacy for young adolescents, (c) family and cultural diversity, and (d) dispositions and professional behaviors. Within each theme, correlations are made to Association for Middle Level Education (AMLE) standards and then specific data are provided to support the pre-service teachers' relationship to each theme. The data provide insight into university students who changed majors to middle level education and comments related to the experience being a life-changing event. Pre-service teachers reveal increased knowledge and under-standing of the nature and needs of young adolescents, which is critical to becoming an effective middle school teacher. They exhibit positive dispositions such as confidence and embracing opportunities to grow professionally. They indicate increased awareness and appreciation for diverse students from various cultural and socioeconomic backgrounds.