English: This article reports on a qualitative study based on a group of third- and fourth-year science student teachers, who participated in a community service learning (CSL) project. This study followed five students at three community drop-in centres in order to explore how their participation contributed to their learning. Data was generated from the lecturer’s field notes and reports, as well as from the students’ reflections, summative reports and presentations. The findings indicate that students found the experience academically, personally and professionally enriching. Working with poor orphans and community workers also helped the students develop a greater awareness of social responsibility.