This study examines service-learning participation and religiosity for their effect on structural and individualistic attributions for poverty. Research on these factors is either insufficient or nonexistent. The data for this study come from a random sample of college students in a Southeastern state. Results indicate that participation in a service-learning curriculum and nondenominational religious affiliation impact structural explanations of poverty. Class standing, and two measures of religiosity, frequency of prayer and biblical interpretation, influence individualistic explanations of poverty. Findings suggest that service-learning can expose students to contextual factors that contribute to poverty. However, certain measures of religiosity increase the likelihood of an individualistic understanding of poverty. Implications of these findings are discussed. (Contains 3 tables.)