Success in academic service-learning (AS-L) comes in large measure from the work of faculty dedicated to this pedagogy. The purpose of this study was to examine how faculty who have taught nine or more sections of AS-L courses sustain their motivation despite the pedagogy's inherent challenges. Individual interviews were conducted with 10 faculty members, all of whom sustained a high level of motivation for AS-L by maintaining an enduring belief in the potential of the pedagogy and by enhancing their self-efficacy. Faculty increased their self-efficacy by gaining knowledge about AS-L, experiencing success with this approach, and understanding the persistent challenges of AS-L.