Personalized learning (PL) is not new, but it has morphed and re-emerged as an approach that might re-engage today's students in the classroom and better prepare them for college and careers in the 21st century. Amid this re-emergence of personalization is the implementation of new technologies in the classroom. While technology may offer efficient ways to deliver PL, the impact of PL on the educational system and the narratives that guide learning, as well as its effect on the larger community, the workforce, and the democratic principles that guide America, need further exploration. This essay looks at personalized learning historically and pragmatically using a technoskeptic approach. This paper examines personalized learning's implications and offers ways personalized learning via service learning may be more effective in engaging students while also continuing to contribute to a communal, democratic narrative. When properly applied, service learning encourages students to use their knowledge to solve real-world problems in their communities. As modern culture moves toward isolated media environments and individualized experiences, students need more exposure to other people and differing worldviews to maintain democratic ideals, a robust learning experience, and humanity in reality, as opposed to what is offered on a screen.