This study examined the experiences of elementary education teacher candidates in a servicelearning literacy methods course in which they were placed in two public school settings-- one urban elementary school and one urban laboratory school. This was teacher candidates initial field experience in elementary classrooms. Teacher candidates explored various aspects of literacy assessment and instruction, particularly ways to assess students and use assessment results to screen students, monitor students' progress, and provide effective instruction. Candidates reflected regularly on their practice and participated in discussions with classroom teachers, peers, and university faculty. The research was conducted using a mixed methods design which included analysis of a survey and nine critical reflections. Findings indicated that teacher candidates' service-learning experiences provided opportunities to engage in teaching and reflect on practices while connecting with their school communities. Teacher candidates described the impact from their work in the classroom, exposure to schools and student populations that were previously unfamiliar to them, and participation in a servicelearning model that focused on critical reflection.