Purpose: Service-learning has the potential to improve student outcomes by providing students opportunities to apply their knowledge and skills in real-world contexts and is well suited to graduate education in communication sciences and disorders. However, relatively few service-learning studies in the literature focus on audiology, and the range of outcomes specific to audiology service-learning has not yet been characterized in a systematic way. The purpose of this critical review was to characterize the impact of service-learning on audiology students and clients/patients as evidenced by reflection activities and outcome measures, as well as to describe the common challenges and best practices in the available literature that may inform future research on service-learning in the field. Method: A systematic search of the literature using multiple databases was completed according to standard guidelines. The impact of each study was evaluated using a standard scale of training efficacy. Study methods, including reflection activities and outcome measures, were recorded. Results: Nine peer-reviewed studies on service-learning in audiology were selected. Six of the nine studies reported changes in student attitudes or awareness related to issues of clinical practice; five of the nine studies reported improvements in student knowledge/skills. Conclusions: Overall, results of the review indicated benefits of service-learning to student clinicians. However, evidence for transference of service-learning benefits to organizational or departmental practice and benefit to patients/clients was lacking. Methodological limitations in the measurement of outcomes in prior works complicated evaluation of their impact; best practices were identified and synthesized for use in future research on audiology service-learning experiences.