This article examines two case studies that describe different ways of working with community partners to create civic engagement experiences in undergraduate education. Analysis of the case studies yields guidance about practical decisions involved in planning, designing, and executing pedagogy that uses engagement to generate what Fink calls "significant learning experiences." Emphasis is placed on several key considerations of goals, process, and outcomes for designing courses with community partnerships. The article also highlights a rationale for sponsoring community-engaged pedagogy and identifies the types of resources such work requires to be effective.