The purpose of this investigation was to understand how six students, an alumna, and a faculty member at the University of North Carolina at Greensboro perceived their space to emerge as leaders in service-learning endeavors, and to gain insight into how universities create that space. The results indicated that providing support, resources, and space for students to integrate their studies, values, and civic commitment in a systematic and logical fashion helped them to feel better prepared for leadership roles in communities as well as in their future professions.