Service learning is an excellent but underaddressed approach to increase experiential learning in Information Systems classrooms. Ever-more popular with educators, industry, and with students themselves, experiential learning supports career readiness and higher-level thinking as proposed by Bloom's Taxonomy. Service learning with live projects creates tension between time to teach, learn, practice, and implement as well as added pressure of having a live client. This case study discusses challenges and approaches to support service learning in an upper-level Bachelor's IS classroom. Drawing on qualitative data from two years and feedback from stakeholders and students, this teaching case highlights success strategies in blending the approaches as well as provides directions for circumventing common pitfalls. The contribution is a qualitative assessment of the value of integrating service learning in Information Systems classrooms.