Abstract Service-learning is a pedagogical approach that integrates community service with academic study. Students apply skills and knowledge in practical situations and reflect on their experiences. Our 3000-level service-learning college course, Leadership Development in Agricultural Sciences, involved student-led development and execution of a one-day event, “AgCamp”, held on university campus for high school students (n = 23). Early in the semester, college students (n = 42) were divided into one of ten cohorts. Throughout the semester, cohorts worked together to define and execute deliverables for AgCamp. The day of AgCamp included lectures and demonstrations in Animal Science, Horticulture, and Agricultural Mechanics; lunch; a lecture on careers in agriculture; and small group discussions about college. The objective of our study was to evaluate if participating in a service-learning course affected college students’ development and perceptions of the value of service-learning for society. Texas State University IRB approved this research (#7980). An electronic mixed methods questionnaire-based survey was developed and distributed to college students enrolled in Leadership Development in Agricultural Sciences as a pre- and post-test at the beginning and end of the Spring 2022 semester. Prior to distribution, survey validity and reliability were established. Questions were scored on a five-point Likert scale where 1=Strongly agree and 5=Strongly disagree. Data were analyzed in SPSS 26.0 using measures of central tendency and paired sample t-tests. As a result of participating in the service-learning course, students significantly increased (P ≤ 0.01) their agreement with “I believe I have strong leadership skills,” from a pre-test mean of 2.25 ± 0.67 to a post-test mean of 1.55 ± 0.68. There was also a trend (P = 0.08) for an increase in agreement with “I feel service-learning makes a positive impact on individuals’ lives,” from a pre-test mean of 1.68 ± 0.76 to a post-test mean of 1.45 ± 0.55. In the post-test, we asked students the degree to which they agreed with: “I feel I would have learned more if more time was spent in the classroom instead of a service-learning platform;” 58% of students disagreed or strongly disagreed. We also asked them to respond to “I felt what I learned in this course will be valuable for my future;” 86% agreed or strongly agreed. Further, 79% of students agreed or strongly agreed that they “developed a greater sense of personal responsibility” and 54% agreed or strongly agreed that they “developed a sense of purpose or direction in life” as a result of participation in the course. Ultimately, our data indicate participating in a service-learning course positively impacts college students professional development, in addition to their perceptions of the benefits of service-learning for society.