The current service-learning movement in higher education is one response to calls for engaged campuses, particularly at land-grant institutions. Many research universities now provide various incentives for faculty to incorporate service learning into their curricula. This case study focuses on faculty motivation to teach service learning at a Research I campus. At issue is whether or not incentives offered by the university are effective motivators for faculty participation in service-learning initiatives. On the basis of responses to a faculty survey, recommendations are offered for increasing faculty involvement in service-learning initiatives at research universities.