Service learning may offer an innovative perspective in the competing global and national health interests among Philippine universities. The author sought to understand the enablers and barriers of implementing service learning in the context of a premier private Catholic Philippine allied health profession education. Using an in-depth descriptive qualitative design, this study gathered and analyzed by theme transcripts from interviews, field notes and organizational documents. Data were coded and categorized into perceived barriers and enablers, according to "The Self-Assessment Rubric for Institutionalization of Service Learning in Higher Education" (SRISL) by Furco (2002). A wide range of enablers and barriers to implementing SL in one of the university's health-related program thereby emerged. The results of this study may support further uptake of service-learning as a signature pedagogy in the allied health profession in the Philippines, particularly for its emerging unique professional identity and role in enhancing disability-related health outcomes.