In spite of repeated reform efforts, there is research and data that suggest that teachers lack the needed knowledge to successfully teach elementary mathematics. Some argue that teachers lack the needed content knowledge while other argue that a lack of confidence and practice are impacting teachers' ability to successful teach mathematics. As a result of these issues, this paper looks at the impact of a service-learning experience on pre-service teachers' confidence and preparation in the area of mathematics. The service-learning experience had a number of intended and unintended outcomes. As a result of the service-learning experience, pre-service teachers noted increased understanding, innovation and confidence in the area of mathematics.