In this article the authors reflect on KerryAnn O'Meara and Audrey Jaeger's 2006 article, "Preparing Future Faculty for Community Engagement: Barriers, Facilitators, Models, and Recommendations" (EJ1092909) reprinted in this 20th anniversary issue of "Journal of Higher Education Outreach and Engagement." Ten years ago, O'Meara and Jaeger examined the evolving landscape for community engagement in graduate programs, from its historical underpinnings to the recent "renaissance… in higher education community engagement" (O'Meara & Jaeger, 2006, p. 3). The article culminated with a set of recommendations for individuals--leaders of service-learning and outreach organizations, as well as faculty and administrators within academia--seeking opportunities to strengthen the scope and impact of community engagement in graduate higher education. In the decade since this article was published, there has been a sustained interest in graduate-level community engagement reflected in higher education scholarship and practice. The advent of Carnegie's Community Engagement classification (the foundation's first-ever elective classification) in 2006, as well as its present influence on higher education nationally, also emphasizes the continued relevance of conversations about community engagement within this field. Therefore, herein the authors briefly highlight the progress that has been made in the realm of graduate education, since their prior research was published, and comment on areas of potential future growth for community engagement in this domain. [For "Preparing Future Faculty for Community Engagement: Barriers, Facilitators, Models, and Recommendations" (2016), see EJ1097224.]