This paper defines service-learning as an individual or group act of good will for a person, group, or community, based on planned educational outcomes. Philosophically, ideas of service-learning emerged in the Progressive Education Movement and later in the philosophy of reconstructionism. A university goal should be development of students' sense both of social responsibility and of what is learned by contributing to society. To attain this goal, the university needs to provide access and motivation. In a legitimate service-learning project, there will be ample opportunity for decision making and problem solving, as well as interpersonal skill building, critical thinking, cooperation, and identification of priorities and values. Serious commitment to service-learning demands that it be regarded not as an add-on course, but as an integral part of institutional thinking. The College of Education at Mankato (Minnesota) State University is developing service-learning in its curriculum. The program will grant four credits to students who serve 40 to 50 hours in an area community agency, attend a weekly class, make site visits to communities practicing service-learning in their schools, and develop recommendations regarding integration of service-learning into teacher preparation. (JDD)