Service learning is an experiential pedagogy in which students learn through providing services or products for community partners. Computer and information science students can develop valuable products for community organizations. However, while service learning is shown to serve students and has potential to serve the field’s diversity goals, community partners’ needs are often not served. We explored this asymmetry using an exploratory survey. Faculty from across the U.S. described intended outcomes for students, including how outcomes were assessed. In contrast, fewer than half of respondents described a product that served the partner’s needs and partner outcomes were often not assessed. Two-thirds of respondents judged reaching student goals as more important than partner goals, with only 9% privileging partners. A quarter of respondents considered partner benefits to be only a bonus. Faculty justified their choices by appealing to their mission as educators: to provide learning experiences for students. Yet for a nontrivial partnership commitment under condition of scarce resources, the community partner may be seen as being taken advantage of, which may explain why some respondents have difficulty finding or keeping partners. Further, faculty may not accomplish civic duty goals, since students may tacitly learn that community organizations’ needs are secondary. To aid faculty in making decisions and better integrating community partners’ needs, we offer advice from survey respondents.