Community volunteer service and ideological and political education share the same educational goal, yet in day-to-day operation they often run on separate tracks. The first is coordinated by the Youth League committee and the student affairs office, which look at participation numbers and service hours; the second is the responsibility of theory courses and counsellors, who look at class hours and lecturing. The two lines have run in parallel for years, each with its own records and its own assessment, and students caught in between often enter neither. Drawing on the frontline experience of a university counsellor, this paper discusses why collaboration between the two is necessary and which paths are workable, with the focus on two directions. The first embeds volunteer service in employment guidance, so that education in career values starts from everyday labor and a sense of responsibility, rather than from job-hunting techniques in the final year. The second treats community work and community-level service as a real setting for ideological and political education, turning students from objects of education into participants in local governance. The paper argues that the key to collaboration does not lie in stacking up more activities, but in whether four interfaces, namely goals, staffing, curriculum and assessment, can be connected. The closing section discusses the limits of collaboration, that is, which educational tasks volunteer service cannot carry.