| Sumario: | This article reports on the implementation of a model of experiential learning, defined as service-learning, in a teacher education programme. The purpose of the research was to find out how the parties involved in the service-learning partnership engaged with the process. Kolb's experiential learning theory (ELI) (Kolb and Kolb 2005, 194) is the lens through which the research is conducted and is conceptualised as Kolb's experiential learning cycle. The particular science education module selected is a method module in Biology Education. The service-learning component of the module was the design of on environmental policy by the student, in collaboration with the school. Data were collected through student questionnaires and teacher questionnaires, as well as reflective journals of students. The findings reveal that students experienced the process as being of personal benefit rather than academic or social benefit. While teachers are positive and willing to consult with students, interest appears to wane when it comes to implementation. This approach to service-learning requires deeper investigation.
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