This research brief discusses how to integrate service learning into institutional culture, climate, and expectations so that it can be sustained. According to studies in the 1990s, the use of service learning in community colleges increased almost 50% in just a few years. While the number of these programs has grown significantly, not all are sustained by colleges for the long term. Another survey in the year 2000 garnered information about the level of institutionalization of grantee programs at 126 community colleges. More than 70% responded, and this brief illustrates the percentage of affirmative answers according to Curry's (1991) three conditions of institutionalization--structural, procedural, and cultural integration. Responses revealed that: (1) the involvement of the chief executive officer, chief academic officer, and faculty leaders was important in institutionalizing programs; and (2) faculty support and involvement in providing education and training about service learning as well as the support of this strategy as a pedagogical tool, had significant influence on the program's endurance. In general, any program that has the support of only administrators or only faculty will not be institutionalized as easily as programs that have the support of both. This brief also discusses funding for programs and strategies for long-term sustainability, including evaluating the program annually, distributing publicity materials often, and holding recognition events each year. (Contains 31 references/resources and 9 figures.) (EMH)