This dissertation overview summarizes a study exploring the relationship between service-learning and career preparation from the perspective of graduate students as adult learners. Using Knowles’ adult learning theory as the theoretical framework and interpretive phenomenological analysis (IPA) as a qualitative method of inquiry, analysis of semi-structured interviews from six recent graduates of a media advocacy master’s degree program suggested that graduate students perceive service-learning as a powerful way to make direct and indirect connections to their own career preparation. Findings from this study can help faculty and graduate educators conceptualize and implement service-learning experiences by aligning them with graduate students’ own professional goals and outcomes.