This study analyzes data obtained from the initial year of a K–12 and higher education service-learning program. The University of West Florida partnered with a local high school in a service-learning partnership (SLP) that engaged high school and university students in a conflict resolution and peer mediation mentoring program. The SLP attempted to broaden the views of participants by exposing them to a conflict resolution curriculum grounded in empathy and objectivity. This research focuses on the growth in individual, school development, and civic responsibility that can result from a K–12 and higher education partnership. Utilizing qualitative data gathered from participant reflection papers, growth issues related to developing such a partnership are discussed. The inherent social and educational benefits associated with making such a partnership work are also discussed.