A first-time service-learning instructor explores balancing the obligation to help students achieve approved learning outcomes with ensuring that the service-learning partner receives value from the project. This is a vexing issue because few students deliver professional work. The author recommends that while students must be the instructor's top priority, the instructor also has an obligation to use his or her expertise to help the service-learning partner glean value from students' efforts. To meet this obligation, the instructor must be very generous with his or her time. This investment of time will pay off for everyone involved in service-learning courses.