During the last two decades, the knowledge base regarding the benefits and burdens for all stakeholders in service learning has expanded. However, service-learning research has neglected to address the foundation of the pedagogy, its definition, and stakeholders’ perspectives on the meaning of service learning. The current research addresses this deficiency through the use of focus group methodology to explore how community partners, specifically, define service learning. By recognizing the community voice, we hope to empower all those engaged in service-learning pedagogy to communicate understandings, experiences, and expectations to develop beneficial service-learning partnerships
