This dissertation studies the creation and implementation of service learning policy and the implications of these programs for democratic citizenship and political participation. The project focuses on service learning centers at three universities in the Los Angeles area, framing the creation and implementation of these campus-wide centers as an important example of higher education policy making. Democratic theory plays an important role in addressing my questions regarding what is required for a healthy, participatory democracy to function, what challenges we face in creating a truly democratic citizenry, and the role of higher education in addressing these challenges. This project also synthesizes key educational and democratic philosophies to offer a normative explanation of what service learning is meant to do, how it contributes to understandings of democratic citizenship among students and community members, and how the civic mission of higher education impacts vulnerable communities. The dissertation relies on an interpretive methodology to investigate the experiences of all policy-relevant communities, the dominant discourses influencing these communities, and conflicting meanings which arise between service learning staff and administrators, students, and community partners. I utilize policy design analysis to structure my research and investigate the theoretical structure and empirical elements of service learning policy. I also employ in-depth interviews, ethnographic observation, and textual analysis to create a coherent, comprehensive picture of service learning policy making in higher education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]