More than 130 service-learning courses have been developed and taught at the University of Utah, a major Research I university, over the last ten years. A series of focus groups were conducted to identify salient factors related to faculty and administrators' perspectives of the advantages and challenges associated with service-learning. The study also compared perspectives of faculty with those of administrators. This article provides a brief background on focus groups followed by a description of the methodology used in the assessment. The analysis procedure and results are reported with a discussion of three strategic responses that were generated and implemented to address the concerns identified by focus group participants.