This qualitative study, utilizing the case study method, sought to address the issues associated with the lack of institutionalization of service-learning practices on college campus by describing the institutionalization of service-learning practices at a Baptist-affiliated college. The study describes the development and institutionalization of service-learning at a Baptist-affiliated college through interviews with administrators and faculty as well as data collected from Alpha College's website, internal memoranda, mission statement and Quality Enhancement Plan (QEP). A primary research question, with sub-questions, guided the study: How are service-learning practices institutionalized and implemented at a Baptist-affiliated college recognized for its service-learning programs? 1. How are service-learning courses or experiences developed and implemented at the institution? 2. How are service-learning goals developed and adopted? 3. How does the institution provide support to reach its specified service-learning goals? 4. How are the teaching strategies are employed by administrators, faculty and staff related to reaching specified service-learning goals? Using semi-structured, open-ended interviews with administrators and faculty who had participated in the institutionalization process or who had used service-learning pedagogy within their courses, the researcher was able to describe the process and extend to which Alpha College institutionalized service-learning in its mission and on its campus. Four strategies emerged from the analysis of data: Implementing Service-Learning on Campus, Reexamining the Goals of Service-Learning, Institutional Support for Service-Learning, and Teach, Serve, Reflect: The Dreams of Service Learning. The findings of this study are based upon these themes and show that Alpha College has not reached full institutionalization as defined by Tolbert and Zucker (1996) but has established policies and a campus ethos that suggests full institutionalization will occur. Alpha College's voluntary participation approach, whereby faculty and departments can choose the level of their participation, meshes with Tolbert and Zucker's Component Process of Institutionalization (1996) and could be a useful model for other Baptist-affiliated colleges seeking to institutionalize service-learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]