Given the development of Service-Learning (SL) in Hong Kong, it is important to study the experience and impact of S-L on faculty members, the challenges and the professional development they need to successfully integrate S-L into teaching. This study adopts the Faculty Engagement Model to conceptualise the factors affecting faculty engagement in SL at Lingnan University in Hong Kong. Forty faculty members completed the online survey and 17 faculty participated in individual interviews. Over 80% of faculty members indicated that SL had a positive impact on student learning and community engagement. Only 28% of faculty members indicated that SL had little influence on faculty research, promotion and tenure. Similar research could be conducted at other universities to solicit further faculty responses. Experts in the field and university management committed to S-L should explore ways to facilitate faculty member’s integration of SL, research and teaching, which could also influence their career paths.