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This paper grounds the practice of service learning in a sociological understanding so that we may more fruitfully tie this pedagogy to our field. A base for such grounding can be found in the work of C. Wright Mills, who built on the work of John Dewey. We argue that incorporating sociologically informed service learning into the curriculum is necessary for completing the progressive educational and social reforms sought by both, thus enabling us to fulfill Mills' "promise" for our discipline (Mills 1959). On the other hand, a sociologically uninformed service-learning experience may hinder, rather than help, the movement toward a just society because students may objectify community residents and blame them for their problems. Thus, we present potential problems associated with service-learning and argue for the concept of addressing key sociological insights prior to immersing students into a program of service-learning.