Although the effects of pedagogical strategies using collaborative learning on students' perceived learning outcomes have been studied, little has been examined about possible benefits and challenges in collaborating with the campus community in a food science research project conducted by nutrition majors. We examined the effects of involving foodservice staff and student consumers on perceived learning outcomes of students in nutrition and food sciences. A survey consisting of both quantitative and qualitative questions regarding the students' perceived learning outcomes was conducted with 58 undergraduate nutrition majors who conducted experimental food research as part of their food science course work. Quantitative data were analyzed using descriptive statistics. The qualitative data were coded and analyzed using Nvivo. Approximately 90% of the study participants perceived that contributing to the health of students/faculty on campus positively enhanced their motivation toward their research project. The practical aspect of the research project, developing food that is/can be offered on campus, was also considered to be an important factor affecting students' motivation. These factors seemed to contribute to the quality of the project and their perceived learning outcomes. On the other hand, some challenges related to collaborating with the campus community, including insufficient communication between the student researchers and panelists, were also identified. Involving the campus community in experimental food research appeared to greatly benefit students' learning. At the same time, a more strategic pedagogical design before, during, and after the course work may be required for successful learning outcomes resulting from collaborating with the campus community.