Honors students in my Communication courses are required to propose and complete a Service Learning project. Documentation of Cognitive & Affective learning achievement and Critical Thinking skills are to be formally evidenced in a presentation. To promote deeper learning and thinking throughout the semester as the students engage in their projects, I expounded the Project Proposal to include their expected learning outcomes and thinking processes. Throughout the semester students referred to their proposal as they logged their service activities, engaged in peer discussions to compare and contrast experiences, and I met with them individually to guide reflection. Out of 30 students, 100% demonstrated at least some level of achievement of the Cognitive objectives; 75% addressed Affective objectives (with empathy & assertiveness being the most common), and 100% evidenced Application and/or Evaluation and/or Synthesis levels of thinking. The "learning" in Service Learning was more apparent than in semesters past.