This paper examines how faculty and institutional characteristics shape engaged scholarship. Controlling for faculty dispositions, disciplinary differences, and institutional characteristics, the authors examined the impact of perceived institutional support for community partnerships, community-based research, and teaching on faculty engagement. They found that institutional support significantly increased the likelihood that faculty members used their scholarship to address local community needs, and the likelihood that they collaborated with local community in research and teaching. (Contains 6 tables and 1 footnote.)