Responding to longstanding calls to develop institutional support for boundary-spanning faculty and staff in ways that enhance collaborative community–university engagement, our study investigated a novel, facilitated approach to building community–university collaboration derived from the collective impact framework. In particular, we present new research on faculty and staff perceptions of a collective impact process that was designed to seed community–university collaboration around pressing public problems. Through semistructured interviews, 23 faculty and staff shared reflections on their participation in the collective impact process. Faculty and staff narratives touched on four categories of boundary-spanning behaviors, including technical-practical, socioemotional, community, and organizational orientations. The presence of these categories of behaviors reinforces the centrality of boundary-spanning concepts to efforts to advance community– university collaboration. Based on this research, we recommend organizational practices that can support professional development innovations for boundary spanners to enhance public good impact.