Over the past decade early childhood education (ECE) teachers have faced increasing pressures to implement standardised tests in order to secure external validation and funding. In response, many teacher education programmes now focus heavily on positivistic training approaches, as opposed to more developmentally appropriate pedagogies [Winterbottom, C., & Lake, V. E. (2013) Cultivating leadership and responsibility in children. Exchange, 5, 36-39]. In this study, we examined the effectiveness of an alternative, service-learning training approach based upon constructivist principles in Ohio. Specifically, 120 students in a university teacher education programme participated in semester-long service-learning group-based projects. Post-project assessments indicated remarkably positive student reactions to their experience in ways that relate to important pedagogy-related goals. We conclude with a recommendation to incorporate service-learning methodology into teacher training programmes. (author abstract)