The purpose of this study was to investigate the impact of a university's freshman year community-based service-learning experience on the achievement of standards articulated for teacher candidates. Standards assessed included knowledge of community-based resources, demonstration of reflective processes, and recognition of the importance of collaboration with community-based professionals. Findings indicated that this early field experience facilitated achievement of professional development goals related to service identification; participants also demonstrated reflection on practice. A challenge revealed by this investigation, however, was related to the facilitation of collaborative dispositions in preservice teachers.