Service-learning is a form of experiential learning whereby students learn and develop through active participation in a carefully organized service that addresses the needs of the community. It is rooted in the reflective experiential traditions of Dewey, Kolb, and Freire. It provides students with opportunities for development in a variety of dimensions. The purpose of this qualitative study was to examine the service-learning experiences of a diverse group of students that reflected a high level of development of their civic competencies. This study explored students' perceptions of how the implementation of service-learning affected their learning, and the developmental changes they perceived in themselves after the service-learning experience, considering a wide range of possible dimensions: cognitive, personal, interpersonal, leadership, civic, professional, and vocational. For this study, data were collected from the Citizenship Experience Reports (CER) used by Tecnologico de Monterrey to assess students' civic competencies, the results of that assessment, and the demographic information of participants provided by the institution. Data were analyzed using thematic analysis supported with ATLAS.ti software. The sample consisted of undergraduate students who submitted their CER from 2012 to 2015 and had shown a high level of development of civic competencies. The analysis identified learning outcomes that participants perceived in themselves after the service-learning program. In general, students perceived that service-learning experiences impacted their learning and development in the following expected dimensions: personal, interpersonal, cognitive, civic, leadership, professional, and vocational, confirming the results of a number of studies. Additionally, other outcomes from these experiences were found, in particular some insights regarding the way students participated in the experience and how they related with the served communities, providing a deeper understanding of the unexpected impacts of service-learning programs in students. [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.]