Experiential learning programs, such as service learning, help students in Spanish medical interpreting classes to increase their interpreting proficiency, which includes their cultural understanding, linguistic performance, and professionalization (Rudvin & Tomassini, 2011). Currently, the Spanish Medical Interpretation class at Brigham Young University uses a community service-learning project in which students volunteer six hours of their time interpreting within the community. While largely beneficial, not all community partners offer the same learning opportunities. Some include training and shadowing programs, while others do not. This thesis seeks to determine the impact that shadowing opportunities and community partnerships have on interpreting proficiency and the service-learning experience. Pre- to post-test data cannot prove significant correlations between different interpreting proficiency categories and the impact of shadowing programs. Furthermore, there is no significant correlation between the six community partners and linguistic performance or cultural understanding of the participants. There was however a negative correlation between professionalism and one community partner. This is especially concerning considering the current "readiness-to-work gap" experienced by interpreters (Humphrey, 2015; Johnston, 2007; Martínez-Gómez, 2018). Furthermore, student responses to surveys indicate that there is more to the service-learning experience than interpreting proficiency alone. Survey data also suggest that students would benefit from an increased focus on service learning throughout the course.