The University of Indianapolis Krannert School of Physical Therapy faculty used its transitional professional (entry-level) doctoral degree program as an opportunity to reposition the role of service learning in their curriculum. The purpose of this article is to describe the development of a course titled "Service Learning Project" (SLP) and the outcomes from a pilot study. The SLP course was incorporated into the new curriculum to increase the likelihood that students would have the opportunity to achieve key learning objectives that were difficult to address through traditional classroom and clinical experiences. The timeline, objectives, and activities of the SLP are outlined and the development of community partnerships is described. A pilot study was implemented to determine if course objectives were met and community partners were satisfied. Course assessment was accomplished by gathering outcome data from 24 students and 7 community partners. Outcome measures included a review of reflective journals and surveys of community partners and students. Journal entries confirmed that course objectives were met and helped to identify areas of unanticipated learning. Survey responses provided confirmation of community partner satisfaction and overwhelming evidence of achievement of course objectives by students. The SLP successfully linked the curricular and institutional missions with the goals of community partners and with the development of key professional behaviors in doctorate of physical therapy (DPT) students. Readers are encouraged to explore how education and service could be coupled at their institutions as a way to enhance student learning and community well-being.