The concept of civic-efficacy, as well as its role in post-school outcomes for high school students with disabilities is explored. Service-learning is introduced as a possible intervention for improving the civic-efficacy of high school students with disabilities. The existing literature regarding civic engagement, service-learning, and students with disabilities is critiqued. The results of a mixed methods study with quasi-experimental design analyzing the impact of service-learning activities on the civic-efficacy of youth with disabilities are presented. The findings indicate a significant difference in the civic-efficacy scores of youth who participate in service-learning activities. Qualitative analysis revealed that all the youth participating in the focus groups would like to do more service-learning activities and none of the service-learning sites aligned their projects with the service-learning best practices. [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.]