"Flipped classroom" was recently important issue in higher education. In order to increase undergraduates' transfer of learning, professor must adopt the appropriate teaching methods, such as group discussion, practice by doing, and immediate use of learning. Action learning was an approach to solving real problems that involved taking action and reflecting upon the results. The learning that resulted helped improve the problem-solving process as well as the critical thinking team developed. The undergraduates taking service-learning curriculum were usually lacking in problem-based introspection and critical thinking. If instilling action learning into service-learning curriculum in higher education, the development of service-learning would be successful. This paper explored action learning instilled into service-learning curriculum in higher education. First of all, the fundamental concepts of action learning were described. Secondly, the process of action learning were elaborated. The study also found out the problems of service-learning curriculum. Finally, feasible suggestions giving insight into the development of service-learning curriculum in higher education were proposed.