Research on service-learning has documented the importance of relationships and meaningful community connections for preservice teachers' development. What remains less explored is the opportunities and challenges provided by e-service learning integrated into teacher preparation coursework. In this study, the authors utilize action research methodology to explore how preservice teachers engaged in e-service learning during the move towards remote instruction in the summer of 2020. Drawing on the analysis of students' weekly journals, final reflections, and the survey of stakeholders, they examine how e-service-learning created opportunities for students to feel connected to the community during the time of social isolation and be motivated by their ability to make an impact on children's interest in learning STEM content. The challenges emerged out of a disconnect between course content and some of the e-service learning assignments. This study's implications include better integration of e-service learning into teacher education courses.

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