This study has examined, within the context of a post-secondary education institute in Hong Kong, the practice of Service-Learning as an educational initiative. A qualitative case study method was employed to explore the experiences of both the student participants and the staff members involved in the Service-Learning process. Data collection took place in the form of semi-structured individual interviews, focus group and student reflective journal. Eleven students from different academic programmes and at different HKQF levels are selected as the informants. In addition, three staff members of the organization were selected for interviews. In this study, benefits of Service-Learning for students are identified: (1) citizenship behaviors; (2) interpersonal development; (3) personal development and (4) intellectual development. The service experiences allow students to explore and experience different social situations and scenarios that they have never met in their classroom learning. The process will help students to develop their self confidence and social skills in relating to others. More importantly, Service-Learning will enhance students' competences and so with their employability after graduation. In searching for relevant service opportunities for the' student participants, the consideration of 'student ownership' is found to be very important. 'Student Ownership', on the basis of my findings, is enhanced by three factors: (1) freedom of choice in selecting service opportunities: (2) pre-service training and (3) students' autonomy in planning and designing the service projects. Moreover, student and staff informants indicate that support from the senior management of the College is a 'must' for any success in service projects. Service coordinators/ mentors have to create an appropriate learning environment for students. To create such environment, service coordinators/ mentors not only play roles such as advisor, coordinator, leader, trainer, information provider, project manager, but also play the 'change agent' role to review and change the formal curriculum and the policy and structure of the College. The present study provides a foundation for further research on Service-Learning in post-secondary education. A dynamic model for Service-Learning has been developed. In the model, the student participants, the service experience, the service coordinators/ mentors and the organization (contextual factors) need to be considered.