The study explored preservice teachers' experiences and pcrCC]Jtions oj.in111le1nentation o_f'scrvice-learnincr; into the teacher pre11aratio11 progrcun and its use as a teaching methodology in their own teaching. Through quantitative data generated fl-0111 a survey instrun1ent, the conceJJl oj'service-learning as a viable teaching n1ethod \\'as ivell received .. 4fter an initial introduction to the conce11t qf'service-learning 111ethodology, a nioderate percentage ojjJreservice teachers stated they vvoulcl likely use it in their 0H 1 n teaching. Data suggests no s_ysten1atic rclationshi]J bctiveen certainty qf'teaching; a,v a career choice and.perceptions• <~/'service-learning. l!oivc•ver; the data does suggest significant d~fjCrences in the types qf'service-learnin,g JJr<~jects in11J!en1cnted and the grade the ]Jreservicc teacher \'Vas ex11ected to teach.