A growing number of universities and colleges across the United States have committed to civic engagement activities, particularly short-term service-learning (SL). Limited research, however, is available about the effects of short-term SL experiences on student development. Objectives The current study attempts to address research gaps in our understanding of this pedagogical technique by conducting qualitative interviews with students involved in a short-term SL project. Methods In this qualitative study, five students (N=5) reported on their short-term SL experience as they related to the following outcomes: (1) Community Service Self Efficacy (CSSE); (2) Community Service Group Efficacy (CSGE); (3) conceptualizations about power, oppression and privilege (POP); (4) attitudes towards marginalized populations being served and (5) citizenship outcomes (such as personal responsibility, participatory citizenship, and justice-oriented citizenship). Results Students reported changes in their beliefs about the ability to create positive social change in communities, as well as their perceptions of marginalized groups. In addition, spending time with and directly hearing the perspective of individuals who have been marginalized in society helped to reduce intergroup anxiety and motivate students to be involved formally and informally in civic activities that can help to improve community-level outcomes. Conclusion Findings suggest that well-designed short-term SL experiences have the potential to shape important student perceptions and intentions regarding civic engagement. This finding is particularly valuable because this pedagogical technique is growing in popularity in higher education. The implications of these findings are discussed in terms of promoting best practices in SL and other community-engaged learning experiences.