This theoretical paper anchors service-learning (S-L) in three broad sociological theories. From there; discussions on the actual implementation of S-L based on these theories are explained to build an integrated S-L sociological framework. Four S-L modalities of community engagement are identified—namely transactional; transitional; transformational; and transcendental—with their corresponding respective levels of community participation—namely consultative tokenism; placation; partnerships; and citizen control. The application of such a coherent framework is discussed in the context of contemporary service-learning practices and community impact.