The purpose of this study was to examine what are the difficulties and meanings that prospective teachers face during service learning activities for underachievers. Participants in the study were 22 preliminary professors who attended the H graduate school in Seoul and agreed to study. The research data were collected from pre-service teachers who taught low achieving secondary students. The pre-service teachers participated in more than 60 hours of service learning activities individually. The results of the study were as follows: First, The experiences of pre-service teachers volunteer activities for underachievers have the following educational meanings - “efforts to establish relationships with underachievers”, “initiation to the path of teachers”, “Instruction based on the disposition and situation of students with learning difficulties”, and “the process of getting to know the lives of the students”. Second, the pre-service teachers grew in the beliefs and attitudes as teachers necessary for the guidance and understanding of underachiever students, and the practical skills and strategies necessary for them. Third, in teaching the underachievers, prospective teachers experienced the slow pace of learning and the difficulty of interacting with teachers and the difficulty of carrying out teaching considering the instructional condition of the public school.