This chapter starts by introducing and then discussing the criticisms of the four credit-bearing subjects on leadership and Service-Learning (SL). Then, several responses to these criticisms are presented. In particular, we highlight the importance of non-cognitive and 21st-century skills in response to the growing service economy and growing student mental health issues in the higher education sector. Finally, we highlight several lessons learned from using credit-bearing leadership and SL subjects to promote the holistic development of university students. These include the use of good conceptual frameworks, utilizing innovative pedagogies, embracing positive teaching philosophy, value evaluation, disseminating teaching experience and impact, rethinking sustainability, and deepening the impact of the credit-bearing leadership and SL subjects.