Using data on service-learning partnerships from 255 universities receiving Learn and Serve America Grants in 2005, we ask (1) how different strategies used to institutionalize service-learning shape the perceived impact of the partnership on community groups, (2) how the level of service-learning program formality affects the perceived impact of service-learning partnerships for community partners, and (3) how community-campus partnership dynamics influence the perceived success of service-learning projects for community groups. We find that the incorporation of greater university resources, such as institutional funding and student time, into service-learning efforts makes substantially positive community group outcomes most likely. This study suggests that a university’s choice of strategies to institutionalize service-learning can have different impacts on community groups.