The classroom teacher plays a pivotal role in any formal educational environment. More specifically, how this individual is involved and how s/he structures activities and discussions about a topic depends on the preferred learning style, personal demeanor, and educational philosophy of the teacher. For teachers that employ service-learning pedagogy in their courses, these expectations and factors do not vary. Teachers motivate students, help them to make meaning of experiences, and assist them in making connections for future action. These roles become complicated, however, when novice teachers do not have sufficient pedagogical training and/or are not given ongoing guidance ...