Using data collected from three colleges, the authors examine how faculty members view the level of support for service-learning at their respective institutionere is variation among the institutions in perceived instructor and administrator support for service-learning, availability of support services, and attitudes regarding consideration of service-learning in personnel review processes authors also explored the degree to which individual instructors have been able to create and sustain service-learning opportunities for their students and found important differences among the colleges. The findings have implications efforts to sustain service-learning at both faculty and institutional levels.