This study reports the results of a quasi‐experiment involving 90 master of accounting students. The students participated in one of three course types: full‐immersion service learning with a supporting textbook, full‐immersion service learning without a supporting textbook, or nonservice learning using case‐based projects with deliverables identical to those in the service‐learning courses. Results indicate that full‐immersion service learning increased student satisfaction, student perceptions of ability, self‐confidence in chosen careers, desire to study accounting information systems, and performance on complex data modeling tasks. The only performance decrement noted was in performance on a topic that was loosely related to the service‐learning project. These results should be of interest to faculty and administrators who might be contemplating the value of integrating service learning in the accounting curriculum.

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