The procedures for awarding academic credit in one particular community service learning program, the University Year for ACTION, were examined through an analysis of the responses to a mail questionnaire sent to all UYA program directors. Almost all of the programs include a fairly traditional academic component that probably has as much, or as little, definition of expected outcomes as typical college courses. Because of the newness of awarding credit for community service learning, there is, and will continue to be, more pressure for a clear definition of the learning outcomes for which credit will be awarded. (Author)