Although service-learning can support the development of intercultural competence, it has also maintained power differentials, reinforced privileged perspectives, and strengthened deficit thinking. Recent research has investigated the conditions within service-learning associated with positive change in diversity-related attitudes. We extend that work, conceptualizing a reciprocal service-learning (RSL) approach that integrates conditions posited by contact theory and the process model of intercultural competence into service-learning's core features of reflection and reciprocity. In an RSL approach, transformational reciprocity at the participant level supports cultural awareness, interdependence, and parity between participant groups. We created an RSL experience and measured change in three attitudes fundamental to the development of intercultural competence with quantitative pre- and post-surveys. Results indicate that both participant groups--native English-speaking undergraduate students and international English language learners--experienced significant growth. This study responds to calls for quantitative pre- and post-research methods and the assessment of outcomes for all service-learning participants.