Planning, implementing, and assessing a service-learning project can be a complex task because service-learning projects often involve multiple constituencies and aim to meet both the needs of service providers and community partners. In this article, Stufflebeam's Context, Input, Process, and Product (CIPP) evaluation model is recommended as a framework to systematically guide the conception, design, implementation, and assessment of service-learning projects, and provide feedback and judgment of the project's effectiveness for continuous improvement. This article (1) explores the CIPP evaluation model's theoretical roots and applications, (2) delineates its four components, (3) analyzes each component's role in a service-learning project's success, and (4) discusses how the model effectively addresses Service-Learning Standards for Quality Practice. This article illustrates the application and evaluation of the model in a teacher-education service-learning tutoring project. (Contains 2 tables.)