This study examines the relationship between service-learning participation and global perspective-taking. A global perspective is broadly defined to include both the acquisition of knowledge, attitudes, and skills important to intercultural communication and the development of more complex epistemological processes, identities, and interpersonal relations. Results demonstrate significant associations between service-learning and aspects of cognitive, intrapersonal, and interpersonal development. The study concludes with implications for student affairs practitioners interested in adopting a service-based model of intercultural development. (Contains 6 tables and 1 footnote.)