The purpose of this study was to engage students in critical reflection pertaining to critical service-learning as a vehicle to transform beliefs and perspectives regarding equity and social justice in a community. The authors engaged in personal self-formation with an emphasis on reflexive agency to unpack course requirements, critical service-learning requirements, and connection to career readiness. Student responses while engaging in critical service-learning grounded the process of critical reflection. This study can be replicated across universities and has many implications for course development and university-wide implementation of critical service-learning.