The effects of service-learning on the academic attainment of rehabilitation services students were examined using a quasi-experimental design. One hundred and thirty senior rehabilitation services students enrolled in the medical aspects of disabilities course, 65 with service-learning and 65 with classroom-only instruction. The same instructor taught both sets of students. Student academic achievement was measured over the semester using three multiple-choice examinations and three case studies. The case studies were scored by a teaching assistant blind to the students' learning option. Group comparisons controlled for early semester scores. Students involved with service-learning achieved significantly higher scores on the case studies and comparable scores on the multiple choice tests. Service-learning appeared to enhance academic learning more so than classroom-only instruction. (Contains 2 tables and 1 note.)