Service-learning as a form of experiential learning has been used on college campuses to help provide students with a transformational experience and ultimately make them better citizens. The outcomes of service-learning that are well documented and studied are often, higher rates of student civic engagement, responsibility, academic achievement increases, and great openness to diversity. With much of the literature focused on the positive benefits, it is imperative for research to look at both the positive and or negative outcomes within service-learning. The discourse over whether service-learning could potentially have a negative impact on a student's racial attitudes needs to be addressed if service-learning is to be the transformative experience it is promoted as. This quantitative study used pre- and post-surveys with Color-Blindness Racial Attitudes Scale (CoBRAS) to identify any change, positive and or negative, of the racial attitudes of the students that participated in service-learning courses. Making service-learning courses more inclusive, which takes into account for all outcomes, by offering more research into the conversation, was the ultimate aim of this study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]