In this article, the author describes a service learning experience that allowed university students to work with culturally and linguistically diverse children as a partial requirement for an introductory level course in Early Childhood Education. Data from the journals and case studies indicated that preservice teachers benefited from this course component and were able to gain hands-on experience regarding how to better work with culturally and linguistically diverse young children. Participants' general pedagogical understandings expanded as they were able to apply classroom readings and theories of child development in the classrooms, gaining increased understanding of the children and themselves.