This article argues that a commonly neglected dimension in service-learning pedagogy is the consideration of community perspectives in developing these service-learning projects. Areas considered in this study were: (1) Community members' needs and problems, (2) Community members' perceived roles and participation, and (3) Community members' suggested activities and projects. This article focused on the community members of Jaime Hilario Integrated School (JHIS), a Lasallian co-educational primary school located in Sitio Look, Bagac, Bataan, Philippines. Interviews and focus group discussions (FGDs) were the qualitative research methods used to identify possible service-learning projects that can be implemented by various educational institutions. Five implications were drawn from the gathered data. The first implication is that it is important for educational institutions to ensure that service-learning projects meet the needs of the community. Secondly, various sectors in the community have unique needs to be addressed. Thirdly, aside from the common economic, education, and social services problems, rural poor communities also need trainings on values formation and personal development. Besides the above, it is necessary that community members be involved in the initial planning and development of service-learning projects and not merely participate during the actual implementation. And lastly, given the poor understanding of community members on their roles and participation, clear explanation of the goals of service-learning projects is perceived as a way of strengthening the relationship between service-providers and recipients.