Senior students in an information technology (IT) program at a university in southeastern United States participate in a capstone project management course to graduate. Student teams develop and manage information technology-related service learning projects for community partners who have needs for IT products such as websites, databases, computer training, etc. In spring 2008, one capstone team initiated an innovative service learning project working with students from another IT training and development course to deliver PC training for senior residents of one community partner. This community partner was so impressed that they requested an ongoing training project rather than a single five-week course each semester. This paper reports on the results to date of an action research study to explore expanding the capstone projects using alternative service learning training scenarios, implementing increased experiential learning and reflective practices, and formally evaluating student learning outcomes.