The evaluation of Service-Learning (S-L) projects in online environments has become increasingly relevant in educational research, at the same time as the importance of using mixed methods has risen. However, there are few studies focusing on the evaluation of virtual Service-Learning, as most studies concentrate on face-to-face Service-Learning projects. In this regard, the aim of the present research is to assess three Virtual Service-Learning (vS-L) projects using a blended (quantitative-qualitative) evaluation method, also conducted online. The evaluation was conducted by students from the National University for Distance Learning, who completed a questionnaire asynchronously and participated in synchronous focus groups within their respective groups. Data were arranged in a mixed panel (questionnaire items and focus group verbatim opinions). The questionnaires demonstrated that Service-Learning is an excellent methodology to broaden students’ skills, abilities, and competencies to better face the professional world. The focus group verbatim interventions showed that the construction of indicators improves learning. Overall, the assessment results revealed a high level of student satisfaction. The implementation of our mixed-methods approach is innovative because it is conducted entirely online and utilizes computer technology for processing the gathered information.