The authors describe a social approach to learning in community service learning that extends the contributions of three theoretical bodies of scholarship on learning: social constructionism, critical pedagogy, and community service learning. Building on the assumptions about learning described in each of these areas, engagement, identity, and community are key concepts through which learning can be questioned and evaluated. The authors offer assessment concepts based on the social approach, such as privileging the absent, engaging resistance, and terms for identity and practice. Techniques for assessing learning are also included, such as using videotape and cross-group focus groups. (Contains 1 figure and 2 notes.)