To address linguistic, social, and settlement needs among professional and highly educated newcomer language learners in Canada, a Service Learning program was established at an urban community college. It incorporated field-specific language instruction, cultural humility and intercultural communication training, and meaningful Service Learning placements with local organizations. Using a participatory action research approach, co-design, and developmental evaluation, a case study of the course's development, delivery, and short-term impacts was conducted. This paper highlights key findings from that case study. Data were collected from surveys, focus groups, and reflections over the course of two pilot offerings with 27 learners. Using an inductive approach to qualitative data analysis, broad themes were identified. In this paper, the findings are grouped into four main themes: language development, settlement needs, cultural humility, and personal transformation. To conclude, barriers, facilitators, and recommendations are discussed with the goal of highlighting the challenges and celebrations of Service Learning for newcomer language learners.