This essay contends that engagement, a productive coupling of the academy's intellectual resources with the enterprise of generating solutions to current real-world challenges, can best flourish when its theoretical foundations rest upon rhetorical perspectivism. We examine the current movement in academe toward engagement and problems attendant to its implementation, present a solution to these shortcomings in the concept of "intellectual entrepreneurship," offer "rhetorical perspectivism" as a constructive theoretical framework for grounding intellectual entrepreneurship's philosophy of education, and illustrate with an example the advantages of applying rhetorical perspectivism to the project of engagement. Rhetorical perspectivism, we argue, unites "thinking" (reflection) and "doing" (action), enabling scholars to leverage knowledge for social good.