Many scholars have recognized the important value that civic-engagement activities can have, not only on student learning, but also on the development of civic agency, which involves the capacity of individuals acting alone or in groups to enact positive change. From a political science point of view, the development of civic agency among college students is crucial in an era of growing political apathy among the nation's youth. In 2012, building on previous engagement work on and off campus, a group of students, staff, and faculty created an organizational structure called Breaking Ground at the University of Maryland, Baltimore County to help university personnel, broadly defined, think about and implement civic-engagement activities at many levels of university life. With support from the Provost's Office, Breaking Ground was able to offer grants to instructors who wanted to introduce civic-engagement activities as part of their curriculum. In 2013, grant winners representing 11 courses from the first three rounds of competition were interviewed. The purpose of this article is to offer insights from this group as a means to help other college or university instructors introduce civic-engagement activities into their regular curriculum. Four main categories of "decisions" that instructors make when designing an activity emerged from the analysis of the instructors' reflections of their experiences.