Service-learning has been identified as a high impact educational practice with many benefits for all parties involved. A service-learning component was integrated into the agricultural leadership curriculum at two different universities. The courses focused on the application of team leadership knowledge and skills. Students were assigned to teams and then chose a community partner. The teams worked with their community partners to identify a project and had to serve a minimum of 8 hours with their team members. As a tangible assessment piece, teams created a project portfolio documenting the stages of their service-learning project. At the conclusion of the semester, teams developed and delivered a presentation about their servicelearning project. Students completed reflection assignments at the mid-point of the service-learning project and at the end of the project. Students evaluated their own performance and the performance of their teammates.