Purpose: A primary responsibility in health education is to assess community health needs, which is often a difficult skill to master for the entry level health educator. This article outlines the outcomes of a long-term study of an undergraduate needs assessment course where students completed a real-world assessment with a community partner focusing on action and service-based learning. Methods: Through student reflections, survey of community partners, and instructor reflection, outcomes of the course are reported from multiple views. Results: Students showed improved problem-solving, better understanding of community and needs assessment process, and better understanding of importance of teamwork skills in this context. Conclusion: By navigating a real community health assessment, students benefited from a deeper learning experience. Community partners benefits included assistance in program planning and prioritization of health programs and events. Recommendation: This method is beneficial to both students and partners but it is important to prepare students well for this challenging work.