The study was designed to understand how undergraduates interpret the meanings of Service-Learning programs, non-credit compulsory courses, they experienced. Analysis was conducted based on an open-stated inquiry of 33 students who took the course of service learning and attended an educational camp for kids in a remote area. The results indicate that different meanings of Service-Learning emerged. A “tinkering”approach to improving the academic effectiveness of higher education contrasts with a perfunctory routine practice; a cultural perspective to developing civil literacy mingles with a philanthropic approach to fostering altruism for noblesse oblige. The findings identify that Service-Learning course was interpreted as a pedagogical strategy, compensatory justice and boutique multiculturalism; it tends to reinforce the status quo rather than social changes. After a short-stay, participants ended up leaving the area with memories of tears as well as laughters, praising the innocent local who are pure and not pulluted yet. At the end, this study offers not only suggestions but also reflections on the philosophy and practices of “Service-Learning”courses in the higher education of Taiwan.