Numerous institutions encourage service-learning, but few have extended beyond nonprofit realms to include (1) larger budgets, (2) multi-faceted volunteer/staff/leadership constraints, and (3) elevated expectations with immediate impact on full towns. This study explores how strategic communication students construct knowledge in branding and relationship building while solving real-world problems. To do so, this research examines service-learning, place-branding projects for senior capstone students. Specifically, students in two courses developed and partially implemented strategic place-branding plans for two struggling towns. This work details the approach and, through quantitative and qualitative methods, extends understanding of service-learning outcomes for students, faculty, the university, and communities.