Students from a regional state university participated in a semester-long project in community service-learning with local community nonprofit agencies to plan, promote, and implement an event. Student tolerance of ambiguity and locus of control were evaluated before the beginning of the course and after completion of the project. Results from this study demonstrated that students’ sense of control was enhanced by the service-learning project component of the course. In addition, they exhibited an increase in intolerance of ambiguity.