Schools of business are a logical context for the implementation of community-based learning (CBL) given their focus on student engagement, application of knowledge, real-world experience, and diverse work environments. However, it may be new for many faculty members. Innovations often meet with resistance due to incompatible beliefs in what should be done or how. When determining why and how to implement CBL, various elements related must be considered. These include the mindsets, commitments, and competencies of faculty members as well as organizational capacity. This paper explores the factors and conditions surrounding the adoption of CBL with an emphasis on the faculty and identifies gaps in the literature.