Service-learning researchers and practitioners agree that reflection is the essential link between community experience and academic learning: "reflection is the hyphen in service-learning" (Eyler, 2001, p. 35). The theoretical and pedagogical foundations for service-learning reflection pay scant attention to the emotional content and context of student service experience or to the positive role emotion may play in helping students connect experience with academic study. This neglect needs to end. Recent research in cognitive psychology and neuroscience reveals emotion's central role throughout the thinking and learning process. We explore how inattention to emotion has molded service-learning research and practice, and then suggest ways to re-orient an approach to reflection to acknowledge the continuous interplay between the intellectual and the emotional throughout the reflective learning process. (Contains 1 figure and 2 notes.)