Seitsinger (2005) examined service learning conditions and practices of 2,164 teachers in 271 middle schools involved in school improvement, through quantitative research. There are two types of service learning, community service and community-based learning experiences, and only the latter one is related to academic learning and teaching or formal instruction. The reports from the teachers were analyzed to look into their attitudes and beliefs toward service learning, extent to which teachers carried out service learning; and correlations between teachers' attitudes and beliefs, service learning, as well as standard-based instructional practices. The results illustrate that teachers within each service learning implementation level reported significant differences in their attitudes towards standards-based instruction and their use of these practices. Teachers who frequently used service-learning more readily endorsed the standards based practices (p < .01) than those who did not often use service-learning. The frequent users also reported using the standards-based practices of cross-content area, literacy instruction, literacy application and analysis, as well as numeracy more often.