Service-learning opportunities at colleges and universities immerse students in community-based experiences, often for volunteer hours or course credit (Hart, 2006, 2015; Mitchell, 2008; Weah et al., 2000). The primary benefit of service-learning is its action-based approach, which is often more impactful than traditional lectures (Connor & Erickson, 2017). In a careful survey of the literature, service-learning models provide positive outcomes for students, specifically in the areas of attitudes toward self, attitudes toward learning, academic performance, civic engagement, and social skills (Celio et al., 2011; Connor & Erickson, 2017; Holsapple, 2012). Concerning improved interpersonal skills, Connor and Erickson (2017) note that service-learning promotes positive transformation in relation to students’ “prejudices, understanding of social problems, and commitment to social change” (p. 54). Notwithstanding, there are serious pedagogical considerations to ponder. According to Connor and Erickson (2017), without guided reflection and careful treatment of course material, service-learning experiences may mistakenly strengthen perceptions of privilege and reinforce stereotypes about disadvantaged communities. When considering the tenets of critical race structuralism (CRS), it is imperative to explore how educational practices and policies can help deconstruct issues of privilege, racism, and bias.