This essay aims to contribute to the literature on training faculty to undertake community-engaged research (CER) and offer colleagues at diverse institutions insight into what works—and does not—through the lens of a CER-focused faculty fellows program at Georgia Tech. We review existing models and literature on faculty development programs in CER and describe the themes, structure, goals, and outcomes of Georgia Tech’s program. To illustrate how CER takes shape in different disciplines, the essay offers five anecdotes from faculty fellows in engineering, modern languages, science, sociology, and literature. Additionally, the piece shares data gleaned from program interviews, focus groups, and surveys to make recommendations for program improvement at Georgia Tech and, more broadly, for advancing CER at other institutions. The essay is collaboratively authored by two program leads and seven program participants representing seven academic departments.