University students who were required to engage in academic public service during college were surveyed just before completion of their undergraduate studies. Views of the graduation requirement remained positive, as they had been at college entry and after two years of study. Civic attitudes, knowledge, and skills were quite stable over four years. At graduation, students maintained increases in valuing of community engagement and in civic knowledge that were seen after two years of college, and showed increases in social justice attitudes and self-ratings of interpersonal skills and civic knowledge. Students reported positive outcomes of their public service, especially in the areas of civic/cultural perspectives and leadership/social skills, and many expected to include a civic responsibility aspect in their careers. Civic interests at college entry and service involvement during college made independent contributions to predictions of civic outcomes and attitudes; although initial civic interest influences gains, college service experiences play an important and unique role in determining students' civic outcomes.