Community-engaged experiential learning (CEEL) has emerged as a model of teaching and learning that provides postsecondary institutions with a framework for meaningfully connecting with their wider communities in ways that ensure mutual benefits. This study explores CEEL, including the challenges and value of CEEL, in the context of international development studies (IDS), using evidence from multiyear research with a 3rd-year undergraduate course offered at the University of Guelph. Using a multistakeholder approach, we examine experiences and perspectives of students, community partners, and university stakeholders to provide a comprehensive understanding of the course impacts and CEEL more broadly. Each stakeholder group identified numerous shared benefits of CEEL. This work indicates that actualizing community-engaged experiential learning that is grounded in justice and committed to critical reflection and reciprocity has the potential to dismantle knowledge hierarchies, promote solidarity, expand worldviews and project reach, and act as a catalyst for transformative change.