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We began as a group of students interested in conducting a service-learning project in rural South Africa. As we prepared, we quickly found ourselves exposed to a broad range of literature and personal testimony regarding campus-community engagement that ranged from glowing praise to outright criticism (Butin, 2010; Handler, 2013). While we had been educated about the importance of student mindsets, equity in the engagement, and long-lasting relationships, we still found ourselves faced with the uncertainties of working with people whom we did not know well, in a place we did not know well, with a project where we were not experts. Furthermore, we were deeply concerned with whether we should even attempt to conduct an international service-learning project for fear of potentially causing harm to the community.