Approaching reflection from the perspective of a teachable skill set implies that research may inform how to help students reflect. Employing a framework of making connections often used in reading comprehension, this study aimed to characterize how making connections between the service-learning experience (SLE) and prior experiences in similar settings, personal life experiences, and knowledge gained in the world, helped students make better sense of their SLE. We also discovered that particular words and phrases--reflection markers--are useful in teaching students how to write reflections. The study concludes with practical suggestions for service-learning instructors to facilitate quality student reflections.