This article describes the manner in which an authentic and culturally engaging service-learning model was infused into a multicultural education course for pre-service teachers. Service-learning programs integrated into education courses are often approached from a deficit perspective with pre-service teachers perceiving themselves as the privileged providing a service to diverse communities in need. Models of this nature tend to reinforce personal bias and stereotypes. The service-learning framework presented in this article is comprised of the following seven elements: (a) investment in community needs, (b) preparation and planning, (c) community engagement and empowerment, (d) curricula infusion of multicultural education, (e) bridging theory and practice, (f) recognition and celebration, and (g) reflection and evaluation. Infusing this model into a teacher education course engages pre-service teachers toward recognizing, appreciating, and understanding students who are racially and culturally different from themselves. (Contains 1 table.)