Service-learning (S-L) is an educational methodology that links academic training with community service, promoting ethical responsibility, civic engagement, and students’ professional development. This study analyzes the impact of S-L in initial teacher training, focusing on its contribution to curricular, ethical- civic, and professional learning, as well as the development of social competencies. Through the participation of students in three S-L projects at the Complutense University of Madrid, a mixed-methods approach combining qualitative and quantitative analysis is employed. The results show that S-L fosters meaningful and comprehensive learning, highlighting critical reflection as a key element that connects learning, service, and profesional development. They also demonstrate improvements in communication, interpersonal, and ethical-civic skills, as well as a high level of student satisfaction and motivation, with students considering S-L a transformative experience both personally and professionally. In conclusion, its potential to foster methodological innovation and contribute to a more inclusive and equitable education is reaffirmed, forming educators committed to social transformation.