Higher education institutions are increasingly using service-learning opportunities within their courses, as well as creating service-learning programs for their students. Research studies abound on the benefits of this type of learning paradigm. Service-learning has the capability to benefit higher education institutions, faculty members, the students, and the communities they serve. Considering how valuable students are in the service-learning process, this study examined student perceptions of service-learning at their institutions. Specifically, it examined whether students from different types of higher education institutions had differing perceptions regarding institutional factors related to service-learning. The five research questions that guided this quantitative study included: 1) How do students rate the importance of institutional factors such as mission and vision, institutional leadership, faculty support, and financial support for community initiatives for service-learning or community based learning at their institutions? 2) What are the costs of service-learning or community based learning as perceived by students across different genders, majors, academic year, ages, races, and religions? 3) What are the benefits of service-learning or community based learning as perceived by students across different genders, majors, academic year, ages, races, and religions? 4) Do students across different genders, majors, academic year, ages, races, and religions plan to participate in service-learning opportunities in the future? and 5) Do students' perceived costs, benefits, and future participation in service differ across geographic areas based on median income levels and population sizes? The results of this study, its limitations, and impact on higher education are discussed, as well as future directions for service-learning policy and practice. [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.]