This study sought to evaluate the efficacy of service learning through the lens of faculty members, community partners, and student learning outcomes at a midsized community college in North Carolina. As a teaching tool integrating community service with instruction, service learning depends on the collaboration of multiple stakeholders and involves a commitment of time, resources, and reflection. Faculty members prefer that students perform individual service learning projects over group, themed projects. Faculty members feel that service learning helps students to assess skills and explore career plans, but do not feel it helps students develop long-term academic plans. The relationship that community partners forge with college students has a positive, tangible impact on the ability to serve clients. Earlier preparation with faculty members would enhance organization and efficiency contributing to the completion of community agency objectives. Statistical analysis of student learning outcomes in ACA 115 reveals no significant difference between individual service learning grades and group, themed service learning grades. The implications of this study validate existing literature that service learning remains a valuable teaching and learning strategy. [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.]