This is an important and legitimate concern for all who are interested in quality higher education and it is the focus of much research on service-learning. If applied properly, this pedagogy can be more rigorous than traditional teaching strategies. Students are not only required to master the standard text and lecture material, but must also integrate their service experience into a context. This is a high level skill requiring effective reflection techniques designed to accomplish academic outcomes. It is important to emphasize that service-learning does not change what is taught, but how it is taught. With this change comes a new set of challenges for both the student and the teacher.