It is assumed that students who engage in long-term service events or service-learning endeavors are transformed, but how do we really know that and how can we share that knowledge with the larger community? The answer is through structured, qualitative research. This case study promotes the use of pre-printed, prompt-based journals as a means to collect information from students before, during, and after a service-learning course or a weeklong service project. This case study article will focus on student narratives and how the implementation of a phenomenological methodology allows for a deeper understanding of the shared learning experience. For this data collection, the journal prompts were based on and evaluated through the Social Change Model of Leadership. The Social Change Model of Leadership is based on three main tenets: knowing one's self, working productively as a member of the team, and providing lasting social change for the community. All three constructs are interrelated. Therefore, providing last social change for a community will positively impact how one views himself or herself. While the Social Change Model of Leadership was a viable fit for this research, the authors argue that finding an appropriate theoretical model is part of the research design and will vary by location and sample. This methodology, if implemented at other colleges and universities, should help to identify the depth of student learning during service endeavors. The goal of this case is to promote the addition of the student voice and qualitative methods to complement the more often reported quantitative outcomes found within similar service events. While this method would work well with both service-learning courses and weeklong service programs, this article will fully examine the application relative to a weeklong service program. [This content is provided in the format of an e-book.]