Purpose: The purpose of this study was to identify the significance of the characteristics of major convergence and community of practice on pre-service teachers' service-learning activities. Methods: To identify the characteristics of major convergence and community of practice in pre-service teachers' service-learning experiences, the interview data of six pre-service teachers who participated in a local problem-solving project at University A were analyzed using a topic modeling analysis technique. Results: The team that grew into a community of practice showed a reciprocal relationship in terms of smooth communication, willingness to take on insufficient roles, co-leadership, positive perspectives on major convergence, and attempts to converge majors in a transdisciplinary manner. It was also confirmed that pre-service teachers experienced problem-solving approaches from different academic backgrounds through the convergence of their majors and deepened their professionalism in community management through collaboration within the community of practice. Conclusion: Service learning for pre-service teachers needs to be incorporated into teacher education curricula so that pre-service teachers can contribute to real-world community problems and systematically learn how to solve educational problems through interdisciplinary collaboration.