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This study examined challenges to the use of service-learning in preservice teacher education and also strategies used to overcome those challenges. We surveyed 123 teacher educators, education deans, and state department of education service-learning coordinators to gain their perspective regarding challenges most critical to the use of service-learning in teacher education. We then interviewed 42 of the survey respondents to obtain detailed descriptions of specific strategies used to overcome challenges. Results indicate the most critical challenges relate to lack of time for teacher educators to plan and implement service-learning, an already overcrowded curriculum, and a lack of alignment of service-learning with faculty roles, rewards, and institutional priorities. Results include 155 specific strategies that address the most critical challenges as well as advice for teacher educators new to service-learning. The study provides evidence that teacher educators are able to devise and implement strategies that can surmount some of the barriers to the use of service-learning in preservice teacher education. It also provides a rich source of ideas to stimulate the thinking of teacher educators grappling with obstacles to the use of service-learning.