The demand for service industry leaders is growing, requiring adaptability and customer-focused skills. Traditional academic settings often overlook soft skills and social responsibility. In response to this emerging demand, Service-Learning (SL) courses are offered to enable students’ holistic development. This chapter uses mixed methods to explore the impact of the SL course entitled “Service Leadership through Serving Children and Families with Special Needs” implemented at The Hong Kong Polytechnic University (PolyU) on student development and community well-being. Multiple stakeholders were involved in the evaluation process, including university students, schools and communities, school students (e.g., service recipients), teachers, and the business sector. Based on evaluation data and stakeholder feedback, it was found that the SL course facilitated positive changes in students’ personal development, leadership, and other competencies. Equally important, the shift to online SL activities not only extended service opportunities but also enhanced student-community engagement. Results indicate that both service providers and service recipients positively evaluated the course. Parents and teachers have found positive changes in children’s growth through participating in SL activities. Children became more vibrant and learned essential life skills like managing stress and caring for the environment. Parents understood the significance of providing opportunities for personal growth. Teachers believe that SL promotes holistic development, civic responsibility, community awareness, teamwork, and problem-solving skills. In line with previous studies, the SL course successfully cultivated service leadership qualities among university students, fostered personal growth and community impact, and affirmed the significance of experiential learning for nurturing service leaders.