Integrating social issues into biology courses may be of particular interest for educators seeking to create inclusive science environments that support diverse populations. This social justice-focused service-learning project extended a partnership between a social justice institute and a nonprofit organization into an undergraduate introductory genetics course at a small, private Historically Black College and University. For this project, the foundation of gene expression and regulation in an introductory genetics course was used to link sustainable agriculture to food justice issues. In-class activities focused on introducing students to genetically modified foods and using bioinformatic tools to explore genes and proteins. Out-of-class opportunities exposed students to the benefits and impacts of sustainable agriculture. Students had a positive experience with the project and believed the service benefitted the community. As institutions of higher education consider what the educational structure should look like in the face of the COVID-19 pandemic and the new normal, projects such as the one described in this article can be used in alternative learning formats to continue best practices in education, such as active learning, which have been shown to work well for diverse groups of students.