In this qualitative study, we engaged in a narrative inquiry to examine what graduate students in an online service-learning course grappled with while learning about professional ethics in instructional technology. This study took place in a service-learning partnership between community partners, students, and the course instructor. Students in the course worked collaboratively to address a design problem identified by community partners. Our research question was: In an online graduate-level instructional technology service-learning course, what do participants grapple with when learning about professional ethics through shared experiences? Eighteen students volunteered to participate in this study from three iterations of the course. Data included student narratives shared in synchronous and asynchronous discussions as well as written reflections. Narrative data was analyzed with the constant comparative method (Charmaz in Constructing grounded theory, SAGE Publications, Thousand Oaks, 2014; Corbin & Strauss in Basics of qualitative research: Techniques and procedures for developing grounded theory, SAGE Publications, Thousand Oaks, 2014) using NVivo 12, a qualitative research data analysis tool. The findings from this study indicated that, while engaging in authentic ethical problem-solving within the context of an online service-learning course, participants grappled with ethical challenges, leadership, reflecting on experiences, legal issues, and social responsibility.