Service learning classes in their various conceptions seem an excellent environment conducive to teaching our students sound technical communication principles. The essence of service-learning classes is the organized linking of academic study, community service, and reflection. Service-learning classes, thus, seem ideal for students to learn communication skills and gain valuable workplace experience. Moreover, through service-learning classes, technical communication programs can meet the needs of a particular community and establish strong relationships with various stakeholders. However, before we completely embrace service-learning pedagogies, we need to consider more fully the consequences. Without careful planning and supervision, service-learning courses place our programs, faculty, students, and stakeholders at risk.