This article summarizes the findings and implications of a study of 200 faculty at twenty community colleges. It provides data regarding the motivational factors behind faculty who adopt the service learning pedagogy. In 2004, the American Association of Community Colleges (AACC) supported a study to identify factors that motivate faculty to include service-learning in their courses. The results of the study showed that a service-learning coordinator or director is the primary individual who motivated faculty to include service-learning in their courses. The primary reward that motivated faculty to include service-learning in their courses was the knowledge that it creates civic responsibility opportunities for students. The primary outcome that motivated faculty was improved learning of core competencies. A list of Web resources is also included. (Contains 1 table and 4 figures.)