The question of how best to fulfill the academy's role in civic life animates many discussions about the identity and function of higher education in the twenty-first century. Service-learning is emerging as a central component of efforts to connect both disciplinary learning and general education with this historic and increasingly salient commitment to public purposes. Service-learning is embraced as both a mechanism for community engagement and high-impact pedagogy across institution types and disciplines and at undergraduate and graduate levels. This chapter defines service-learning and reviews the evidence regarding its academic, civic, personal, and other learning outcomes. Although service-learning produces positive outcomes in many areas, the pedagogy's most significant outcome may be the transformative learning that can result for all participants. (Contains 1 figure.)