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This article describes a case study of a service-learning project connected to a TESOL (teaching English to speakers of other languages) teacher preparation program. The case study explored the teacher candidates' experiences teaching English to Karen refugees from Myanmar (Burma) in a midwestern city in the United States. The teacher candidates' interviews and written reflections demonstrated that the service-learning experiences contributed to their academic and personal development and enhanced their academic knowledge, civic responsibility, and personal growth. This study demonstrated that service learning is a powerful experience that can enrich a TESOL program by engaging teacher candidates and the community they serve in a mutually beneficial way.