Academic service-learning (AS-L) pedagogy helps students translate theory into practice, understand issues facing their communities, and enhance personal development (Eyler & Giles, 1999; Hardy & Schaen, 2000; Simons & Clearly, 2006). Students' motivation in AS-L increases when students gain insight into their values and goals (Brody & Wright, 2004; Duffy & Raque-Bogdan, 2010). This study identifies factors that increase and decrease student motivation in AS-L and explores ways to support students throughout the semester. At the beginning, middle, and end of the semester, participants completed questionnaires that elicited their reasons for their changes in motivation. Quantitative analyses revealed a decrease in motivation over the course of the semester and interaction between gender and student motivation. Males' motivation peaked at mid-semester, while females' motivation started at high levels and declined over the course of the semester. Qualitative analysis found that motivation increased when students enjoyed the AS-L experience, were interested in helping people, formed relationships with clients and community partners, and felt responsible to community partners. Motivation decreased due to lack of communication with community partners, lack of integration between the course and the AS-L experience, transportation issues, and difficulty with the time demands on student schedules.