Twenty years ago, reflecting on the possibilities for service-learning (SL) to help re-envision higher education, Zlotkowski (1995) considered the question, "Does service-learning have a future?" and concluded "nothing less than a transformation of contemporary academic culture," a transformation of higher education institutions into "engaged campus[es]," was required for an answer in the affirmative to be assured (p. 130). How, though, does such transformation of academic institutions happen? And, what does "institutional transformation" mean in the realm of SLCE? The authors suggest that for community-campus engagement to flourish in the future, SLCE practitioner-scholars should inquire into these questions and design their work in light of what they are learning. This essay offers a model to help guide that process.