This article analyzes the role of service-learning faculty fellows programs in promoting pedagogical innovation and university-community engagement. The analysis is based on the findings of a study conducted among former fellows at two universities in North Carolina, USA. The faculty fellows programs had a strong influence on participants' teaching skills and motivation, relationships with colleagues and students, and scholarly agendas. The analysis highlights the need for institutional change to support service-learning as a vehicle for engagement. Specific recommendations are offered to higher education institutions considering a service-learning faculty fellows program. (Contains 2 tables and 1 endnote.)