Service learning is typically distinguished from both community service and traditional civic education by the integration of study with hands-on activity outside the classroom, typically through a collaborative effort to address a community problem (Ehrlich 1999, 246). As such, service learning provides opportunities and challenges for increasing the efficacy of both the teaching and practice of democratic politics. To better understand these opportunities and challenges, it is necessary to make explicit the goals of service learning and to consider how these goals intersect those of more traditional approaches to teaching about government and politics. We believe that one place these sometimes competing models could find common ground is in the learning of factual knowledge about politics.