The authors of this article try to demonstrate that there is clear institutional momentum for feminist community-engaged work and partnership. There are signs that feminists committed to community engagement are shaping university structures that can extend this momentum, perhaps especially in the ways women and gender studies departments align with dominant frameworks in their shared aim "to address critical societal issues" ("Carnegie Classification"). Although feminists do not always feel recognized as full partners in university initiatives, women and gender studies faculty can draw upon their long histories of fostering community-engaged teaching and scholarship to offer theoretical and pedagogical strategies and to align departmental, university, and extrauniversity priorities. Finally, the authors encourage scholars to be open to new models of feminist community-engaged scholarship, ones that highlight the social justice impulse often shared, but not always readily recognized. They close this review by encouraging readers to explore these two questions (1) What is engagement?; and (2) How can feminist and community-engaged scholarship find points of intersection around that question that can productively interrupt dominant practice? By regularly asking and responding to these questions within social justice frames of knowledge making and with particular attention to the messy work of addressing institutional structures, community engagement practices and scholarship will continue to be an influential and dynamic part of twenty-first-century feminist pedagogy, methodology, and research agenda.