The term "service-learning" is used in place of "community service." "Service-learning" has been defined as "a method by which young people learn and develop through active participation in thoughtfully organized, meaningful service experiences." There are five major reasons that service-learning can benefit communities and provide an important tool for professionals who work with youth. First, youth are vital resources who can contribute to the future; second, service-learning meets developmental needs of youth; third, service significantly enhances learning and intellectual growth; fourth, service- learning can help develop an appreciation for diversity; and fifth, service-learning develops citizen leaders. The Federal National and Community Service Trust Act (NCSTA) provides funding opportunities for a wide range of national and community service programming that could be useful to the LRE practitioner. A discussion of the development of effective service-learning programs focuses on preparation, action, and reflection. Preparation involves needs assessment, the development of a mission statement, the creation of goals and strategies, the recruitment of volunteers, and training. The action phase involves participation in service-learning projects. Reflection, in the context of a service program, is the process of stepping back from the service activity and examining the underlying meaning of the experience. This includes program assessment. 6 references