This roundtable session will explore the tensions and potential synergy between metacognitive reflection and affective, embodied learning in university-level service-learning programs. Service-learning reflection tools often default to journals, scaffolded prompts, and other forms of guided analysis. How do metacognitive frameworks capture or miss the embodied, affective dimensions of service-learning programs? How can facilitators design reflective frameworks that honor multiple ways of processing new information and experiences? Roundtable attendees will consider these tensions in their own contexts and learn about strategies to incorporate embodied learning techniques into their programs.