Are there student-based barriers that instructors must overcome in integrating service-learning into their courses? This article seeks to provide a starting point for implementing service-learning by describing student attitudes toward community service. The constructs of self-efficacy, helping behavior, and cost/benefit are used to assess student perceptions of community service and service-learning. Implications for structuring service-learning projects and coordinating service-learning initiatives at the college and university levels are discussed.
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