This paper reports on one faculty member’s experience introducing a service-learning component into a public policy course. After a brief description of the rationale and procedures associated with introducing the service component, impacts on student attitude and value change and on student learning are analyzed. Administration of a pre- and post-test found no significant impact of the service-learning on student attitudes. This negative result contradicts the perceptions of both the student and that instructor that service-learning enhanced the quality of learning in the course – whatever its impact on attitudes. Both students and instructors found service effective, as shown in the quality of class discussion and student papers, in empowering students to take responsibility for their learning.