This qualitative study examines the perceptions of faculty and administration of the value of service-learning in the promotion and tenure process at Minnesota State University, Mankato, a midsized, Midwestern public university. The study aims to determine the answers to three main questions: what barriers and logistical issues do faculty face? Is the scholarship of community-engagement recognized and considered equal to other forms of traditional scholarship? Does MSU, Mankato value service-learning in the promotion and tenure process? The researcher employed a phenomenological study to answer the research questions. He used semi-structured interviews of ten participants--nine full-time tenure-track faculty who utilize service-learning as a teaching method, and a dean who supervises community-engaged faculty. The main themes identified in the interviews showed that the community-engaged faculty face many barriers to implementing service-learning programs. These barriers include difficulty in finding community partners, too much additional work, and lack of support from the university. Community-engaged scholarship is not valued and recognized as much as the faculty participants would like for it to be, and service-learning is not valued as much as more traditional forms of scholarship in the tenure and promotion process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]