Background/Objective: Service-learning is an educational methodology that has demonstrated benefits and effectiveness in nursing education, generating positive outcomes for both students and the community. However, its application in cardiopulmonary resuscitation (CPR) training remains underexplored. This study explored nursing students’ perceptions of CPR training through service-learning, focusing on dimensions of learning, emotional experience, professional identity, and perceived difficulties in implementation. Methods: A descriptive qualitative study was conducted with 30 nursing students selected through purposive sampling. Data were collected via semi-structured interviews, which were audio-recorded, transcribed verbatim, and thematically analyzed using ATLAS.ti. Results: Four main themes emerged: (1) meaningful learning and consolidation of competencies; (2) emotional impact associated with teaching CPR; (3) increased social awareness and strengthening of professional identity; and (4) perceived difficulties and barriers in implementing service-learning. Conclusions: The results suggest that nursing students perceived service-learning in CPR training as a meaningful learning experience, associated with greater self-confidence, greater emotional engagement, and greater social awareness, despite the perceived barriers.