This study examined institutional support for service-learning within the framework of service-learning as a part of the national agenda for higher education since the late 1980s. This investigation addressed three concerns: (1) how campus administrators support (or fail to support) service-learning on their campus; (2) how different groups (e.g., faculty, staff, community agencies, students) perceive the support for service on their campus; and (3) what barriers and supports promote service-learning and volunteerism on campus. Five case studies were completed using individual interviews, student focus groups, and document analysis involving students, faculty, service-learning staff, community service agency personnel and administrators at five different institutional types: a community college, a tribally controlled college, a four-year public liberal arts college, a four-year private liberal arts college, and a state university. Findings indicated the faculty role in advancing service was tenuous and varied significantly by campus. Lack of funding was mentioned frequently as a barrier to effective implementation of service-learning. All the senior administrators interviewed gave great verbal support to service-learning, although actual supporting activity varied greatly by campus. Recommendations urge involvement of administrators, faculty, and students in planning for service-learning; clear articulation concerning integration of service-learning and volunteerism; and integration of service into institutional structures. (Contains 12 references.) (CK)