This study aimed to develop a deeper understanding of the long-term impacts of place-rich community-based learning on university students. This study was informed by transformative learning theory, which recognizes how learning experiences that expand the learner’s worldview help develop autonomous thinking. A mixed-methods approach was used to explore the perspectives of graduates who participated in immersive community-based learning (CBL) experiences. Graduates from two programs at the University of Prince Edward Island between 2004 and 2017 completed the Civic-Minded Professional scale online. A subset of respondents were invited to participate in interviews. Students’ experiences of dissonance, transformational learning moments, reflection, and civic engagement were also assessed. Key findings include participants’ expanded and deeper appreciation for cross-cultural awareness, their more deliberate engagement with volunteer opportunities, and their emergence as advocates for the communities they worked with. Findings will be used to improve, diversify, and develop new CBL experiences for university students.