The following study analyzes the nearly 20-year curricular evolution of civic engagement at a small liberal arts university in the southeastern United States, the College of William and Mary; in doing so, the researcher qualitatively examines the nature of scholarship in service-learning courses over a period of the last five years to lay groundwork for a more in-depth assessment. With this institutional study, the author makes a case for administrators to design, develop, and evaluate engaged scholarship programming within the integrative contexts of faculty teaching, research, and community partnering proposed by Boyer (1990; 1996).