This document discusses how service learning has developed over the past century in its practices from involvement in volunteerism to active civic engagement. It is so beneficial to both learners and the community that many educators and government leaders believe it should be a required component in the educational career of all students. The findings from a study about Service Learning and Problem-Based Learning concluded that student and teacher motivation substantially increased when combining Problem Based Learning (PBL) with Service Learning in the Communication classroom. Reciprocity of motivations exists between the teacher and her/his students. Students' communication skills improve, having successfully engaged in collaborative writing, speaking, and listening processes, and public speaking opportunities and additionally students report transfer of communication skills to other settings. The data shows that this process causes students to move through all five levels of Bloom's (1964) Affective Taxonomy. By combining two pedagogies, students met or exceeded cognitive learning outcomes. It is important to understand the critical role of the teacher in combing the two pedagogies effectively because the immersion of the teacher in the student endeavors makes him/her a stakeholder in the project's outcomes. (MZ)