This article describes a model of participatory action research and service-learning conducted with urban, high school African American, West Indian/Caribbean, and Puerto Rican/Latino youth and adult facilitators, in a nonclassroom setting, in a mid-sized northeastern city. Youth Participatory Action Research (YPAR) integrates critical theory, research paradigms that incorporate positionality, interactive ethnographic methods, and dialogic approaches to service-learning. It provides a context for examining questions related to instructional methods, reciprocal learning, information as service, and the nature and practice of service-learning as reproducing or transforming traditional structures of power and positionality. This case example, though it reflects work done with high school students, has implications for the ways both secondary and higher education can change to ensure service-learning programs that utilize research for social transformation. (Contains 3 tables and 2 notes.)