In this article, the author chronicles insights gained through transforming an introductory women's studies (WST) course at a large research university in the South and provides tips for incorporating students' academic majors and community service-learning (CSL) into a traditional WST foundation course. First, she discusses the disciplinary focus of the class and shows the advantage for students who consider their own chosen academic major through a "gendered lens." Then, she highlights how incorporating community service-learning enhanced the students' academic and critical perspectives by offering an applied setting in which to observe how gender and their major intersect. The author also documents how these two complimentary components enhanced the course and created a stimulating environment not present in her prior women's studies foundation classes, and presents aspects of the class transformation. (Contains 2 notes.) ["Major Service: Combining Academic Disciplines and Service-Learning in Women's Studies" was written with Jennifer Ozer and Havrede Hill.]