As service-learning becomes more widespread in schools and classrooms, it is similarly becoming more common in schools of education. A particular area of exploration is the use of service-learning to prepare preservice teachers to learn about diversity. This article provides a description of a project designed to positively influence preservice teachers’ dispositions related to working with linguistically, socioeconomically, and culturally diverse families and initial analysis of that work. Further, this study examined what might make the service experience more transformational for participants. Specifically, the findings suggested that engaging in service work in the varied contexts of children and families allows preservice educators to see students’ multiple lived identities, something not possible when service is performed solely in a school context.