This article provides a multi-level conceptual framework for service-learning that can serve as a decision-making guide for service-learning initiatives in Canadian post-secondary education. Service-learning approach options along a non-hierarchical continuum (philanthropic, social justice, and social transformation) are examined; the theoretical clusters used to frame this examination include experiential education, social learning, student development, and liberatory education. Various dimensions and potential implications of each approach are explored. Regardless of the particular service-learning approach adopted by Canadian institutions, decision makers and participants should be conscious of the parameters and potential impact of their chosen approach. (Contains 1 table and 1 endnote.)