59 Copyright © 2018, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Chapter 4 DOI: 10.4018/978-1-5225-4041-0.ch004 ABSTRACT This chapter explores ways in which preservice content-area teachers were engaged in service-learning as part of a teaching English to speakers of other languages (TESOL) methods course at a public re- search university in the U.S. Midwest. It describes the reflections of 26 undergraduate students majoring in English Language Arts, Math, Science, Foreign Languages, and Social Studies Education, who were involved in service-learning as a medial field experience. Findings reveal that the experience contrib- uted tremendously to their understanding of the backgrounds of English language learners as well as the challenges these learners faced in and out of school. As a result of this “eye-opening” experience, teacher candidates reported a commitment to valuing diversity and equity in their future classrooms, as well as a responsibility to advocate for their culturally and linguistically diverse learners. The chapter concludes with suggestions for implementing service-learning for preservice teachers across content areas in a teacher education program. INTRODUCTION Research has long indicated the benefits of service-learning for preservice teachers in teacher education programs (Kirkland, 2014). Service-learning provides “a form of experiential education” (Jacoby, 2015, p. 1) in which transformative learning experiences take place that contribute to the lives of the students and the members of the community where they serve (Kinloch & Smagorinsky, 2014). Unlike typical Service-Learning as a Means for Preparing Preservice Teachers to Work With English Language Learners Hyesun Cho University of Kansas, USA Debby J. Adams University of Kansas, USA