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Objective: Therapists' professional development and improvement of preschoolers' social competence are of critical need, as these are associated with adaptability and future value. A structured educational strategy, to enhance trainee play therapists' academic achievement, provides a safer environment for them to experience what it is like to do fieldwork. Moreover, service receivers have more confidence when community-based needs provided by offering psychological support at an institutional level. As confidence and therapeutic effectiveness are highly correlated, offering psychological support at an institutional level is a reasonable approach. In that, respect both are mutual and reciprocal. Therefore, to activate Service-Learning, this study aims to (1) explore the effect of Service-Learning on the professional development of trainee play therapists, and (2) explore the effect of Service-Learning on the social competence of preschoolers. Methods: Service-Learning pedagogy in the curriculum-Child-Centered Play Therapy (CCPT) and Play therapy internship class-was applied to investigate the effectiveness of Service-Learning. In addition, the developmental level of trainee play therapists (service provider) and the social competence of preschoolers (service receiver) were measured and analyzed. Results: Service-Learning pedagogy had a significant effect on both trainee play therapists' development and preschoolers' social competence. Conclusion: This study found that Service-Learning is a pedagogical method that combines academic learning objectives with community-based needs and priorities, providing an opportunity for higher education institutions to meet these community needs.

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