Service-learning is a pedagogical approach with documented effectiveness for building civic engagement and promoting awareness of social justice issues. Little attention is given in the literature to the design processes that undergird the development of effective service-learning projects. In this case study, authors report on their application of the backward design process to develop and implement a service-learning project. Thirty-seven preservice special education teachers participated in the project to support community needs at an afterschool program. Data sources included planning notes, project meeting notes from the university instructor and the afterschool program director, preservice teachers' guided written reflections, student attendance logs, and responses to open-ended survey questions from community center stakeholders. Participation in service-learning affirmed preservice teachers' readiness for meeting the needs of diverse learners. Community stakeholders reported satisfaction with the project's goals, procedures, and outcomes. Implications relate to the utility of using the backward design process to develop service-learning projects.