School social work interventions that address social and emotional learning are often confined to micro-level practice. Yet the social work profession thrives on multilevel practice in all settings (micro, as well as macro). School social workers can play a pivotal role in engaging youth to become prosocial participants of their school and neighborhood communities through practicing multilevel interventions such as service learning projects. This article highlights the implementation process of two service learning projects that were an assignment of a graduate-level school social work course, and suggests that service learning may promote social and emotional learning and resilience in marginalized youth. This article will also propose future implications for school social work education and practice as it pertains to multilevel interventions, such as the Response to Intervention model.