At Florida's Miami-Dade Community College, a service learning component was implemented in a reading course designed to prepare students to pass the statewide test required to obtain an associate degree. In the service learning option, students were required to perform 15 hours of tutoring in reading to at-risk elementary students or adults, maintain a journal, participate in reflection sessions, and prepare a final project. Journal assignments consisted of a brief description of daily activities, reflections, responses to articles, evaluations of their tutoring by site teachers, and samples of work from the individuals they tutored. The reflection sessions provided students with an opportunity to share their feelings and experiences with the class. For their end projects, students were able to choose from writing a two-page summary of their experience, presenting a 3- to 5-minute oral report, or submitting a creative response project. The challenges for the instructor in implementing the component included ensuring student placement in tutoring positions, balancing the service learning component with the class material needed to cover the course competencies, training students to tutor, dealing with the changes in the scope of student tutoring made by the individual schools and teachers, and measuring the students' success. Benefits included continued interaction with the individuals tutored; the discovery of the importance of volunteer work to the community; and for the instructor, meeting other teachers and feeling closer to the students. (TGI)