Both service learning (SL) and learner autonomy are believed to enhance learning experiences and outcomes. For example, studies of SL in English language programs have shown that learners experience growth in self-confidence after engaging in SL (Bippus & Eslami, 2013; Perren, Grove, & Thornton, 2013). Likewise, learner autonomy is an important concept in theories of learning and Second Language Acquisition (SLA) (Thomas & Rose, 2019) as well as SL (Werner and McVaugh, 2000). However, the impact of combining service learning experiences with increased learner autonomy in English for Academic Purposes (EAP) classes has not been explored. This presentation examines the perceived effects of SL on the social, linguistic, and intercultural development of EAP students in courses with differing levels of autonomy. Over 8 semesters, we have integrated SL into the Reading and Cultural Perspectives course in our EAP program. During this time, we collected pre- and post-service data from 143 students enrolled in the course. In 4 of those semesters, placement and subsequent SL activities were directed by an instructor; in the other 4 semesters, the students chose the service to become involved in and conducted it without close instructor supervision and mediation. Consistent benefits were reported by both groups of students; particularly, they reported that the SL experience raised their social awareness and supported their personal and interpersonal development. In this presentation, the director of the EAP program, instructor of the SL-enhanced EAP course, and the graduate assistant for the course will share their experiences in developing and adapting SL in their EAP course/program and specifically compare the outcomes students perceived in the directed vs. autonomous approaches to SL.