Students in interpreting courses often learn following a very practical approach. These types of courses usually utilize role-plays to perfect students' interpreting skills and develop the necessary terminology needed during interpreted-mediated events. Adding service-learning components to these types of courses, can provide students with tremendous opportunities to practice and improve their interpreting skills while increasing their social awareness. This article discusses a qualitative analysis of a service-learning project conducted at a non-profit clinic in Dallas, Texas. The participants were university students enrolled in a Spanish-English interpreting class who reflected on the experience through written questionnaires, guided reflections, and an oral interview. The article discusses themes that emerged using these analytical tools. It also examines the balance between service and learning during the project. In addition, the article examines what students learned through the experience that was not covered during class lectures and discussions.