This research describes the development of an introduction to project management (IPM) course taught in the business college of a Midwestern University. Due in part to an educational initiative launched by the University, the IPM was revised to follow a service-learning model. Following an overview of service-learning pedagogy, related theoretical perspectives, benefits, and practical considerations, we describe the prior learnings on implementing service-learning in project-based courses and in particular, the development of the IPM course and our intentions to develop a model of student outcomes of service-learning for project management education. We collected surveys from 85 undergraduate and graduate students enrolled in the course to examine student attitudes toward service-learning, impacts of service-learning, and adoption of project management career skills due to participation in the service-learning project. We intend to analyze the student data in order to identify the key constructs and relationships that affect learning outcomes.