This paper discusses service learning, arguing that the pedagogy of service learning offers a framework in which students can remember and apply more of what they learn than in traditional content based and faculty centered curriculum. Service learning strategies recognize that we retain 60% of what we do, 80% of what we do with guided reflection, and 90% of what we teach or give to others, as opposed to remembering 10% of what we hear, 15% of what we see, and 20% of what we see and hear. In service learning courses, real life enters the classroom as students service experiences provide the content for purposeful dialogue leading to real understanding of academic concepts. This paper offers a breakdown of student, community, and faculty member benefits. The author offers 10 steps for executing service-learning strategies in the classroom. These steps are aimed at assisting faculty of Miami-Dade Community College (MDCC) (Florida), and include information about how to work with the MDCC Center for Community Involvement. The author points out that faculty should consider their goals and motives in using the application, explain and promote the ideas behind service learning in the classroom, work with students to develop specific service and learning objectives, and link the service experience to academic course content. Contains annotated bibliography with seven sources. (Author/NB)