Background: Service-learning as pedagogy and a curricular consideration has been introduced to tertiary education of the Asia-Pacific Region. Theoretical framework and research in this area is still in its infancy. However, much can be learned from related theories and concepts, on which service-learning research can be conducted. Aims: This paper examines existing developmental, learning and cognitive theories, based on empirical research, in relationship to service-learning, with the objective of strengthening the effectiveness of service-learning program design and practices. Conclusion: An integrated service-learning conceptual model for development of the whole person and the enhancement of academic learning emerged from the examination of related theories. The service-learning conceptual model is the result from an integration of experiential learning theories, the understanding of brain functions, and impact studies of students who engaged in service-learning. (Contains 5 figures.)