Intellectual Disabilities (ID) remains an underrepresented topic in social work curriculum, which perhaps results in relatively few social workers opting to practice with people with ID. To address this curricular gap, the article describes three need-based service learning initiatives developed in partnership with community agencies. Students enrolled in three social work courses either (a) conducted a recreation preference assessment with individuals with ID at a day habilitation center, (b) co-facilitated a book club meeting for adults with ID, or (c) assisted with a job training session for adults with ID. Students' critical reflection papers indicated shifts in attitude toward individuals with ID and positive perceptions of the service learning assignments. Future directions include a systematic evaluation of student learning outcomes.