Campus agricultural projects (CAPs) are a growing phenomenon across the U.S. with nearly 269 CAPs at institutions of higher education. In their simplest form, they are places where students learn to grow food, having the potential to engage students through experiential and service-learning. These spaces not only have the capacity to engage students and the campus community but also the greater community. While this phenomenon is not novel, the documentation of its contributions is. In response to this dearth of knowledge, this dissertation aimed to understand what CAPs do and whom they serve, as well as the significance of CAPs in the lives of students who participate in intensive internships, through three studies. The first study qualitatively analyzed web-based mission statements of CAPs to understand their contributions to institutions of higher education and their communities. Drawing on content analysis, I revealed that CAPs aim to develop students, engage the campus and wider community, and promote sustainability. Although under-recognized, they also aim to share culture/tradition, increase well-being, and promote inclusivity. The second utilized a longitudinal study over the course of three semesters with interns at a particular CAP and qualitatively described, using mixed methods, what they learned and experienced throughout their internship. Drawing on thematic analysis, I identified themes that demonstrated interns not only gained agricultural skills but also interpersonal and practical skills. Interns developed confidence and self-efficacy, increased sense of community, and learned to value service despite their struggle to see it. The third study analyzed the lasting impacts of students who participated in an internship at a particular CAP by conducting a survey of former interns, followed by interviewing a subsample of former interns. Drawing on thematic analysis, results indicated their continued engagement with the food system, use of professional and personal skills, and continued participation in community and service -- all as a result of their internship experience. Resultingly, this dissertation demonstrates the potential for campus and community impacts through the missions of CAPs and that service/experiential learning internships at CAPs not only teach students to grow food but to grow themselves -- a growth that continues beyond the internship. [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.]