This study examines how 11 community colleges present and promote their service learning courses via the Internet. Of particular interest to this study are the following features of online presentations: (1) how detailed and developed the Web site is and the extent of the information provided; (2) whether the Web site provides student and faculty responses to service learning participation; (3) what the Web site emphasizes (e.g. student leadership, volunteerism, community service); (4) inclusion of community partnerships; (5) contracts or learning agreements; (6) program evaluation; and (7) coursework and other sample information. Phone interviews were conducted to collect more detailed information on the programs. Findings indicate that student participation, a factor proven to have a positive impact on retention, and courses with service learning components are increasing on a term-to-term basis, and that faculty participation has been limited to approximately 1 out of every 14 instructors. Benefits to student participants include improved self-awareness and satisfaction, as well as more tangible rewards, such as scholarships. The majority of service learning courses exist within the humanities and social sciences. All of the programs studied were less than ten years old, and not all were well established. Faculty resistance and an unwillingness to change curricula were reported to be the greatest obstacles to program success. Contains 16 references. (AS)