While there are various theories about faculty involvement in community-engaged scholarship (CES), there is little understanding of how faculty approach and make meaning of CES for themselves (Morrison & Wagner, 2016). The purpose of this study was (a) to determine if a typology can represent the variety of ways in which faculty approach and make meaning of CES, and if so, then (b) to provide a rich description of the perspective of each "type." Data analysis using Q Methodology and focus groups of faculty who self-identified as being engaged in the community revealed a Community-Engaged Faculty Typology, with five distinct types. Each type is described in detail, followed by a discussion of the emergent typology, its limitations, and its implications for research, theory, and practice. Specifically, the findings from this study suggest that all five approaches to CES should be considered when training, developing programs, supporting, and reviewing the contributions of community-engaged faculty.