This paper shows an example in which Service-Learning (SL) methodology allows to satisfy a demand made by the community that coincides with a requirement of student learning; a teaching model is shown in contexts that encourage meaningful social and real interaction for oral communication. This study presents a SL experience among 19 university students and 163 high school students. Through peer learning strategies higher education students help high school students of vulnerable contexts succeed. Through the Communication Project, university volunteers prepare training workshops to improve the oral communicative competence in English and Catalan of high school students to help them in their final work defenses. The goal is to measure the impact that SL benefits have on all students' evaluations and perceptions of their respective learning processes. The aim of this paper is to discuss the value of service-learning to students because there currently exists a gap in this understanding. The mixed-methods research using a sample of higher education students to develop this discussion is applied. The data obtained through a questionnaire before and after the intervention showed a statistically significant improvement of self-perceived oral communication in both languages. Also, after the workshop, SL students reported significant changes connected to a concept of learning that included self-confidence, leadership ability, and responsibility.