This article describes a university service-learning program with preservice teachers who volunteered as tutors to teach in an adult GED program. The adult participants were involved in a local drug court program, which is a branch in the criminal justice system. Project Literacy Instruction to Further Education (Project LIFE) was developed by the researcher, to teach literacy skills, provide GED tutoring and post-secondary test preparation to individuals who were nearing completion in their drug court program, or to adults referred by other social service organizations. The purpose of this mixed-method study was to evaluate an innovative program that offered a course for improving the adult literacy problem in its community while providing opportunities for preservice teachers to build skills for teaching in urban settings. Although this project was successful while in effect, questions remain as to why the higher education institution that originally funded it, was unwilling to continue funding this program. Several questions remain about how does ending Project LIFE impact and reinforce the community's opinions of an institution who fluctuates in its dedication and support of community programs? How does the closure of this program perpetuate disenfranchisement of marginalized populations who are otherwise incapable of receiving support to complete their GEDs? Finally, what message is the institution telling faculty about its true dedication to service-learning and its value in their professional practice when they encourage community programs, but are not willing to continue financial and faculty support?