The foundational premise of this action research was the students' underestimation of a community service learning course. The objective of this study was to delve into the experiences and viewpoints of senior-level university students regarding the service learning course, employing the principles of self-directed learning. In this endeavor, criterion sampling was employed, involving the active participation of 36 students. The methodology for data acquisition encompassed individual self-reflections conducted as the semester reached its culmination, regular group contemplative sessions held on a weekly basis, and the researcher's journal documenting their observations and insights. To analyze the data, a thematic analysis approach was adopted. The research findings exhibit that the course transcended a mere focus on grading, enabling students to identify their learning requirements, access topnotch resources, and evaluate their learning process holistically. The research emphasizes that the creation of a self-directed learning-oriented course within the domain of higher education has the potential to reshape students' initially biased and dismissive attitudes, resulting in a gratifying and enjoyable learning milieu.