This book provides both theory and practical tools for TESOL (Teaching English to Speakers of Other Languages) educators, and others, to use as they guide pre-service teachers of English to reflect in meaningful ways in a service-learning context. Service-learning in TESOL is valuable because it enables pre-service teachers to collaborate with a community partner in implementing projects that benefit culturally and linguistically diverse learners, while concomitantly improving their own academic and professional skills through increased opportunities to practice and reflect on teaching and learning. Effectively reflecting on service-learning experiences helps pre-service teachers develop an inquiring disposition and transform their learning, enabling them to question their beliefs and challenge existing norms, and work towards a more just future for learners of English. This book presents interpretations of service-learning along with the crucial role that reflective practice plays in it. It explores challenges in defining and implementing reflective practice in TESOL service-learning contexts, and shares practical tools and strategies to help address them.