As community-campus engagement (CCE) continues to gain momentum, impact has increasingly been evaluated through qualitative measurements rooted in community-based perspectives. However, for CCE to have meaningful impact, it must challenge dominant power structures and work to create equitable relationships. This article explores efforts to better understand and evaluate the impacts of CCE. Based in our research on 12 place-based CCE projects that aimed to support food sovereignty in Canada, the findings highlight how evaluating impact needs to be contextual, relational, and process-based with a focus on how CCE contributes to or hinders broader social change. Two additional themes supporting increased impact also emerged: the development of collaborative knowledge and actions; and, building networks of CCE communities of practice. The research also identified the limitations of evaluating CCE impact when measurements are pre-determined, top down, and are not rooted in community needs and perspectives. While we believe that evaluating impact can be a meaningful and important process, it is necessary to challenge assumptions that measuring impact is always desirable or possible.