How can teacher educators encourage preservice teachers to develop an awareness of disability issues? How do they prepare them to look beyond labels to appreciate the individuality, strengths, and potential of each student they will encounter in their classrooms? This article describes a service-learning course at Bowling Green State University in Ohio, USA, that was developed in response to these questions. Because the attitudes and beliefs of preservice teachers will inform their decision-making and professional practice throughout their careers, teacher educators have used service-learning as a pedagogical tool to shape their thinking about diversity and disability-related issues. A primary goal of providing real-world learning experiences is to promote critical thinking about matters of social justice related to disability. In summary, the author finds that students in the service-learning course benefit personally and professionally from participating, albeit momentarily, in the lives of youths with disabilities. She added that observing and developing personal relationships with their high-school partners cultivates an understanding of social justice and disability issues and encourages preservice teachers to become reflective practitioners.