The purpose of this qualitative phenomenological study was to explore the experiences of dental students with service-learning (SL) and their perspectives on community service and future professional practice. Mezirow’s transformative learning theory guided this study as it focuses on how individuals make meaning of their new experiences and adapt or change perspectives. The study included 12 predoctoral fourth year dental students from five different dental schools in the United States (US). All participants were involved in a service-learning rotation as part of the dental school curriculum for year four students. Participants shared their experiences through semi-structured interviews. Data analysis and interpretation followed the six-step process as described by Creswell and Guetterman. Data analysis involved In Vivo and axial coding and categorizing codes into main themes and subthemes. To ensure trustworthiness researcher reflexivity, member checking, and peer debriefings were utilized. The findings revealed five emerging themes including, growing as a professional, being part of a team, becoming a better dentist, giving back to the community, and experiencing gratitude. The results indicated that two weeks or more of a service-learning rotation resulted in a positive transformative learning experience for the participating dental students as well as promoted their professional and personal growth. The findings can contribute to decision making about a SL course framework to better align the structure of the rotations to the academic goals of the schools. Overall, participants had a positive experience during their SL rotation, learned new things became more independent. They also indicated an increase in confidence, professional growth, perceived enhanced clinical skills after completing the rotation.