Previous researchers have demonstrated a positive association between enrolling in service-learning courses and achievement and graduation outcomes for college students. Less is known about whether results associated with service-learning hold for students from underrepresented backgrounds. Using propensity score matching, we explored whether enrollment in service-learning courses is related to 4-year retention and graduation outcomes of students who are low-income, first-generation college attendees, and who are both low-income and first-generation college attendees. We found positive relationships of service-learning course enrollment with higher achievement and higher odds of retention for students in the low-income category and the first-generation category. We also found a positive relationship between service-learning course enrollment and persistence for students who were both low-income and first-generation status. Implications of service-learning as a potential way of supporting the success of first-generation and low-income students are discussed.