International service-learning provides opportunities to explore concepts of social justice with students. In this study, we describe the structure of a summer international, interdisciplinary service-learning experience for undergraduate and graduate students. We describe the ways in which these students engaged in social justice education and the experiences which the participants felt were most meaningful. Finally, we examine how experiences influenced four undergraduate students' beliefs and understandings of social justice. The participants reported increases in the five components of social justice education identified by Hackman (2005): multicultural group dynamics, their ability to engage in personal reflection, their content understanding, their ability to enact social change, and their ability to engage in critical analysis. Through their experiences, participants shifted their concept of social justice towards a more process focused conception (Rawls, 1985).