Since I began teaching a course titled Writing in the Community, I have been fascinated with how narratives deepen students’ service-learning experiences. In their article “Narrative Learning in Adulthood,” M. Carolyn Clark and Marsha Rossiter say that stories “draw us into an experience at more than a cognitive level; they engage our spirit, our imagination, our heart, and this engagement is complex and holistic.” Narratives give broader context to students’ service, foster critical consciousness, help students believe they can make a contribution in their own communities, and contribute to making service-learning a transformative experience, all outcomes that remind us of the importance of the humanities in forming active citizens.