Using a qualitative interview design and the conceptual framework of an engaged campus (Furco, 2010), this article examines the engaged scholarship of contingent academics in a university–community partnership with several professional development schools in the United States. This article highlights some facets that make their engaged scholarship different from traditional scholarship, and the challenges in meeting responsibilities to both the community and university. The purpose of this article is to extend our understanding of community-engaged scholarship and help higher education institution administrators think about policies to support contingent academics participating in other community partnerships.