Teaching--and assessing learning--about diversity through service-learning is full of challenges, especially if the learning goals are affective. The teacher has no good way of knowing exactly where the starting point is for each student. The student may only know where the starting point was once he or she has moved beyond it and sees it in retrospect. Students may be reluctant to share or analyze negative feelings or experiences. They may even attempt to perform "desirable" learning. It may be difficult to gauge affective learning under these circumstances, but it is not impossible. Careful use of student writing and observation, combined with on-site observation, can help the instructors--and the students themselves--capture epiphanies and connect experience and reflection to document new learning. This chapter explores the challenges of assessing multicultural learning in a service-learning course and offers a variety of strategies for measuring student development. (Contains 1 note and 2 resources.)