This paper analyzes the lived experience of Doctor of Physical Therapy (DPT) students participating in the service-learning program, Anatomy Academy. To understand this experience, we performed a phenomenological analysis using the reflections of 31 DPT students as they participated as Mentors to 5th grade elementary students. Mentors used active learning strategies to teach topics of anatomy, physiology, and nutrition in small groups. After each teaching experience, Mentors responded to writing prompts as a way to reflect upon these experiences. From these reflections, three overarching themes emerged in describing the Mentors' experience. Our results showed that the Mentors developed an understanding of the power in learning through real-world situations, grew in their ability to work with others, and developed an enhanced personal awareness of self and society. This study emphasizes the importance of service learning in the graduate education of DPT students as they progress to become competent health care professionals.