This study examines the burgeoning trend of Hong Kong university students conducting English language teaching as service-learning in mainland China, specifically in rural primary schools. The study reports the results of a questionnaire administered to Hong Kong undergraduate students after a series of such trips spanning a 4-year period. In particular, the study examines the students’ perceptions of their own service orientation, cultural exchange experience, and language-learning outcomes. The findings allow for a broader qualitative discussion of the potential benefits for English language learners engaging in service-learning through teaching English. Recommendations focus on the potential for such trips to bolster the confidence and motivation of long-time English language learners, such as Hong Kong students.