Service learning is a teaching method from the USA. The founder and supporter of the method belief, that students learn by doing and so service learning activities are characterized by students giving service to the own community and also having a learning experience. The big difference between service learning and community service is, that service learning is a part of the curriculum and students do the activities in the context of teaching. Service learning is an optimal combination of theory and practice. It must be clearly separated from other methods such as the community service, practical training, community-based learning or the classic project method. The reflection process of one's actions can have a positive change or a change in attitude values occur. If there is a partial missing of voluntariness it could be balanced by a high degree of co- and self-determination within the project. The service learning projects promoted also knowledge and social skills. The quality of the service learning activities can be ensured and increase with the evaluation at the end of the project. During the project, teachers are only mentors or consultants, so they have to change their role. At the end of the projects, the students get a certificate which confirms their skills and knowledge. The key goal of this master thesis is, to give an overview about the potentials about service learning, to demonstrate project processes and present how service learning projects can work. Based on several empirical studies on service learning the theses shows, that understanding of social responsibility can be promoted through service learning activities. With a detailed literature search the theses shows the limits and the effects on schools, universities, colleges, teachers, students, community partners and the society.