Research examining service-learning in honors undergraduate education is scarce, and there have been no empirical studies that examine the effect of service-learning participation on honors undergraduates' social dominance orientation (SDO). The current study aimed to determine whether 119 first-year undergraduate honors students experienced significant changes in their social dominance orientation after completing required service-learning projects in Title 1 elementary schools. Paired-samples t-tests and ANOVA showed no significant changes between the pre- and post-SDO means in general and between gender and ethnic groups. Findings are discussed through a comparison to previous literature. Recommendations for practice and further opportunities for research conclude the article. (Contains 6 tables.)