This dissertation overview summarizes a study exploring the relationship between service-learning and career preparation from the perspective of graduate students as adult learners. Using Knowles' adult learning theory as the theoretical framework and interpretive phenomenological analysis (IPA) as a qualitative method of inquiry, analysis of semistructured interviews from six recent graduates of a media advocacy master's degree program found that graduate students perceive service-learning as a supportive experience for their own career preparation. Findings from this study can help faculty and graduate educators conceptualize and implement service-learning experiences, informed by adult learning theory, by aligning them with graduate students' own professional goals and outcomes. [Note: The issue number (2) shown on page 1 of the full text is incorrect. This article was published in v25 n4 2021.]