The ongoing proliferation of service-learning as an institutionalized pedagogy in higher education has made effective faculty development essential. This study offers a conceptual framework, based in sociocultural theory, that establishes the importance of cognitive and social–emotional development to prepare faculty for service-learning facilitation. Through a longitudinal quantitative analysis of self-reported progress, 35 faculty over seven cohorts who matriculated through a service-learning faculty development program reveal their perceived confidence and capability to facilitate service-learning courses prior to implementation. The study finds that improved cognitive and social–emotional development increases faculty members’ confidence in their ability to facilitate courses. Further, the pre/posttest can act as a formative assessment to identify faculty who need further support in their development before engaging with community partners and historically marginalized populations. Ultimately, this measure provides a valuable tool in avoiding the entrenchment of damaged university–community relationships from ineffective instructor facilitation.