Factors such as students' ages, academic levels, living situations, and background experiences will influence the effectiveness of any approach to service-learning. Traditional undergraduates, for example, are less likely to be familiar with the community and will tend to benefit from a more structured approach. Graduate students are likelier to have existing ties to community agencies and will appreciate greater freedom in deciding how-or even whether-to enhance their learning through community service. Commuters will have greater difficulty scheduling service hours with local agencies, while lack of transportation might restrict younger students to agencies within walking distance of campus. Taking these factors into account will promote a beneficial service-learning experience for each unique group of students.