This study examined undergraduate international students' communication-related experiences during service-learning, focusing specifically on their goals and strategies and the role of communication. Participants included 28 English as a Second Language (ESL) students in two sections of a service-learning course in a university pathways program in the United States. For 11 weeks, students attended a one-hour service-learning class and completed up to three hours of service work per week at a community-based organization. After each service-learning encounter, students completed metacognitive wrappers designed to focus their attention on their communication. Data collected included the metacognitive wrappers and a final reflection written at the end of the semester. Findings indicate that participants set a wide range of communication goals for themselves and used a variety of strategies to achieve them. We discuss the implications of using metacognitive wrappers to support international students' efforts and directions for future research.