A primary barrier to the usage of the well-documented pedagogical technique of service learning is time. Successful experiences require faculty to devote significant time to facilitating the community partnership. Another challenge is student readiness for experiences, both in terms of knowledge and motivation. In this article, 2 adaptations are discussed that expand the opportunities for service learning while preserving faculty time. The first strategy identifies internal community members, such as campus offices and organizations, as potential partners. A second strategy is to collaborate on an end product. This strategy preserves the benefits of indirect service learning. This article discusses the pragmatics, trade-offs, and lessons learned from using each of these strategies in class projects. (Contains 2 notes and 1 table.)