Purpose: To examine the enhancement of a university health course through the utilization of the CIPP Model as a means to develop an integrated service-learning component. Methods: The CIPP model was utilized in two concurrent semesters of an undergraduate health course in order to design and evaluate the implementation of a drug and alcohol prevention event on campus. Data analysis utilized SPSS in order to calculate quantitative measures of mean and standard deviation to assess the pedagogical impact. Results: Through the service-learning project, students were provided the opportunity to apply course content related to the seven areas of responsibilities of a health education specialist within the chosen community. By focusing on the seven areas of responsibility, students were able to develop specific skills, competencies, and points of view needed by professionals in the field most closely related to this course. Conclusion: Student assessment of the event was consistent with previous literature: service-learning enhanced health promotion knowledge, enhanced subject matter, and increased student ownership of the curriculum. Recommendations: Due to the potential to enhance student understanding and application of health education material as well as establish and sustain community partnerships, service-learning holds enormous potential and should be considered as a valid pedagogical method in an undergraduate college curriculum.