The use of service learning as a pedagogy in teacher education embraces a contemporary construct of teacher preparation through experiential learning (theory) and has gained implementation in programs inside and outside of physical education teacher education (Anderson, 1997; Erickson & Anderson, 1997; Educationa Commission of the States, 2000; LaMaster, 2001; Miller and Muschaswek, 2006; Mumford & Kane, 2006; Service Learning Network, 2002; Shumer, 2003). Important to consider is determining if service learning is a meaningful pedagogy to enhance teacher candidate learning. The focus of this pilot study was to systematically examine if service learning would be an appropriate pedagogy to a professional course, Movement Education involving thirty enrolled teacher candidates. The service, Moving Concepts was an on-campus inclusive early childhood educational movement program involving children with and without disabilities. Candidates taught preschool-age children one day weekly for 45 minutes throughout the spring 2007 semester. A survey, constructed for the study, having a Cronbach alpha of .70, consisted of 30 likert-scale questions and 4 open-ended questions. Administered post-program, the survey was designed upon the Seven Elements of High Quality Service Learning to evaluate the quality and value of service learning centered upon each element (Service Learning 2000, 1998). Analysis yielded frequencies, percentages and summary means describing each element. Over 96% either agreed or strongly agreed that a) the Moving Concepts program provided a well organized and developmentally appropriate high quality service that supported diversity (M=4.607), and b) participation was meaningful by planning and taking on roles and tasks central to teacher training(M=4.690). Weekly journaling and learning community dialogue were agreed or strongly agreed, by over 81% of candidates, to connect course work to the service provided, but did little in contemplating teaching improvements (M=3.988). Over 96% agreed or strongly agreed that cultivating a culture of learning communities was meaningful for interaction, planning and mutual support, feeling satisfied in contributing to a worthwhile early childhood education learning experience (M=4.457). Furthermore, 100% agreed or strongly agreed that the Moving Concepts program was a significant way to recognize a civic responsibility (M=4.655). Over 88% thought inclusion was important. Moreover, 100% agreed or strongly agreed that their motivation to study movement education was enhanced through service learning. Analysis of open-ended questions honed candidate's recognition of developmental differences and peer modeling socialization. Despite the study's limitations, the survey results suggest that service learning can be an appropriate pedagogy to study movement education in teacher education. Keyword(s): early childhood, professional preparation, research