This paper explores the ways liberal arts colleges and universities can conceptualize and design next generation service and learning programs that give more considered attention to the service dimension. A Service and Learning typology suggests four variations found on many campuses in which service and learning have some relationship: (1) service-LEARNING, where the primary emphasis is on learning goals; (2) SERVICE-learning with the primary outcomes service oriented, and learning goals second; (3) service learning, with the service and learning goals separate; and (4) SERVICE-LEARNING, where the goals are of equal weight and enhance each other. In designing programs for linking service and learning, it is necessary to define the participants, their purposes, the entity that defines the service and learning, the relationship of all parties involved, and the primary learners and servers. These things are determined by looking at the experience of program planners, reflections on changing views of service and learning, openness to new perspectives, and open dialogue. (SLD)