This exploratory, qualitative case study examined graduates’ experiences within a Bachelor of Science in Nursing program which included vertically aligned service-learning courses throughout the curriculum. Additionally, experiences related to ethical and professional nursing attitude development were investigated. The purpose of this study was to gain insight into graduates’ experiences and to determine whether nursing students believe service-learning is a viable learning method for ethical or professional nursing attitude development. Ethical growth was based on prompts related to the American Nursing Association’s Code of Ethics and professional nursing attitude development was based on Quality and Safety Education for Nurses’ Competencies. A series of semi-structured interviews with four nursing graduates provide rich data and context around student experiences. Findings for this study included benefits associated with service-learning, vertical alignment of service-learning, ethical growth, and professional nursing attitudes. Enhanced relationships with peers and others, better understanding patients, and learning the service-learning process are findings that build and expand upon the current literature base. The major finding from this study is that a vertically aligned service-learning program can enhance ethical and professional nursing attitudes of students. Keywords: Service-Learning; Vertically Aligned Service-Learning; Nursing; Professional Nursing Attitudes; Attitude Development; Service-Learning Course Series;