This study examined the impact that a service-learning component in a disability and culture course had on the views of diversity for teacher candidates at a Midwestern university.  A group of 96 students took either a treatment course with an additional service-learning component or a control course without the additional component.  Diversity scales and qualitative accounts were used as pre- and post-measures to determine the impact of the students’ service-learning experience.  The study found substantial differences in the changes in views on diversity between the two groups, especially in relation to views on gender opportunity and teacher expectations.