A service-learning component was embedded as the centerpiece in the Culture of Disability Across the Lifespan course, designed for students' exploration of issues related to the inclusion of persons with disabilities in all aspects of society. Participants included 19 university freshmen, 6 representatives of community agencies, and 3 consumers with disabilities. Data from focus-group discussions and interviews were triangulated with knowledge surveys, satisfaction questionnaires, reflections, and project artifacts of students. The four projects varied in their quality of implementation along four dominant themes: expectations, communication, impact, and logistics. Comparison of the students' perceptions to those of the community partners was particularly robust. The results are illustrated by descriptions of the four projects along the dominant themes. Specific implications for future implementation of service learning in special education course work and research are outlined. (Contains 2 notes.)