Service-learning and community engagement (SLCE) practitioner-scholars--meaning all who do the work of SLCE with a commitment to integrating practice and study--find avenues to this work in a variety of ways. Through custom-made pathways, graduate students are forced to articulate and define their place in the academy, which can enhance voice, confidence, relationships, and identity exploration. Too often, however, students have to settle for a fairly traditional department as their primary academic home and seek out more innovative opportunities for learning and research elsewhere. Graduate students who want to self-define as SLCE practitioner-scholars thus experience identity fracturing, finding themselves needing to wear distinct "hats" as they move between disciplinary work in their departments and SLCE-related work in other arenas of their lives. Worse, students without a high level of persistence, the resources to devote significant time and attention to the search for a program, and/or strong connections in the field may never find these pathways--with the consequence that the SLCE movement may lose their participation and leadership. Further, the movement may disproportionately lose the voices of students who lack the privilege of access to the human, cultural, and economic capital needed to pursue such winding pathways toward SLCE. Therefore the authors believe that unclear, winding paths serve as a significant deterrent to growing the SLCE movement. The movement is more likely to flourish in the future if a "front door" to SLCE is created in the form of graduate education explicitly designed to integrate SLCE practice, study, work, and scholarship.