Current efforts to improve engineering education focus on various solutions, such as more holistic curricula, incorporating more practical experiences, or stronger emphases on what is good for community and society. While these outcomes are highly valued, the means to achieving them are not well understood. This study examined the learning experiences of engineering students engaged in international service projects, specifically what and how students learned from their experiences in these projects. Key foci of the study drew upon theories and models of experiential and social learning, identity, and intercultural competence. The students were participants in the local Engineers Without Borders chapter at the University of Illinois. The findings highlight what students reported learning related to: (a) the need to invest time and effort, (b) interacting with community and team members, (c) implementing projects, and (d) their individual development. These findings articulate the benefits to students of international service experiences and provide ideas for instructional methods that might foster this learning in other students.