This report presents the findings of an evaluation of a three-year teacher enhancement project from the Social Science Education Consortium (SSEC). Under this project, middle school teachers were recruited and trained to develop and implement integrated science, social studies, and service-learning units in their classrooms. The project offered two cycles of four-week summer institutes for teacher teams from 12 school districts in Colorado, Arizona, and New Mexico. The project also provided staff site visits and other assistance to teachers during the school year following each institute, and offered financial support for participants to attend a project meeting at the National Service Learning Conference held each spring. Using a standardized interview protocol, SSEC evaluators interviewed 55 teacher participants to determine the project's impact on participating teachers. The evaluators used interview responses to determine the effects of project participation on teachers' instruction, their collaboration with their colleagues and the community, and their beliefs about the impact of service learning projects on students' affective and academic learning. This report presents a summary and analysis of participant responses to the following categories of questions: (1) Participant Information; (2) Summer Institute; (3) Unit Implementation; (4) Team Experience and Dynamics; (5) Administrative Support; (6) Personal Impressions; (7) Future Expansion and Workshop; and (8) SSEC Relations and Follow-up. Conclusions and recommendations for future service learning projects are offered. (Author/WRM)