Because service-learning challenges participants to widen perspectives on social issues, we designed and assessed a multi-semester, multidisciplinary project with both academic and service objectives. In this project, undergraduate students developed a script and video centered on a board game designed to educate high-school students about their community, Chester, Pennsylvania. The script and video featured undergraduate students playing "Chesteropoly," with deeded properties reflecting Chester's current community agencies, as well as business, educational, entertainment, and government groups from past and present days. Next, students enrolled in an educational-psychology independent-study class developed a content-knowledge test; this test, along with assessments of social skills and self-concept, was administered to local high-school students from this disadvantaged community. Undergraduate participants assessed experiences through reflection journals, surveys, and focus-group interviews. Overall, the types of outcomes that we observed for our high-school and undergraduate participants reflected development of civic values, improvement of academic learning, and self-motivation. (Contains 2 tables and 1 figure.)