Service learning is an educational approach that integrates community service with academic instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities. Integrating service learning into mathematics pedagogy for developing prospective teachers can have significant benefits in various areas, including metacognition, problem-solving skills, and professionalism. This research study objectifies to explore the strategies incorporated for integrating service learning into math pedagogy for developing prospective teachers’ metacognition and problem-solving skills which is an essential skill for a math teacher to develop. The study aims to explore various strategies of social learning to develop prospective teachers’ professionalism and last but not least, the study also aims to find out the influence of metacognition and problem-solving skills, gained through social learning, on the prospective teachers’ professionalism development. For this study systematic literature review is followed to collect data and thematic analysis is done. The findings of this piece of research study ensure a great educational implication by integrating service learning into mathematics pedagogy. These strategies aim to create authentic learning experiences that integrate mathematical problem-solving, community engagement, and reflective practices. By implementing these strategies, prospective teachers can develop metacognitive awareness, enhance their problem-solving skills, and cultivate essential professional dispositions and competencies necessary for effective teaching and community service. The result of the study also shows that by integrating service learning into mathematics pedagogy, prospective teachers have the opportunity to develop metacognitive skills, problem-solving abilities, and professional dispositions in authentic contexts. These experiences can contribute to their overall professional growth, preparing them to become effective, reflective, and socially responsible educators who are equipped to navigate the complexities of the teaching profession.