The Commission on Accreditation of Physical Therapy Education (CAPTE) requires that graduates of physical therapist assistant programs demonstrate a commitment to social responsibility. Service-learning, a method of instruction in which students apply knowledge and skills learned in the classroom to a community need, can assist in the development of social responsibility. Studies on factors contributing to the likelihood of faculty embracing service-learning are few, with no study looking specifically at the perspective of technical college faculty teaching a specific profession. This grounded theory study investigated the perspectives of full-time physical therapist assistant faculty (n = 9) within a State Technical College system. The programs within this system utilize a state-wide curriculum resulting in standardized curriculum sequence and competencies. Semi-structured interviews were used to gather data on the use of service-learning and to determine factors that contributed to the likelihood of faculty using service-learning. Supporting data was gathered from program accreditation reports and review of the college websites. Perspectives of faculty currently using service-learning (n = 5) and faculty who do not use service-learning (n = 4) were studied. Interviews were transcribed and coded using traditional methods and computerized assisted qualitative data analysis software (Atlas ti.). A grounded theory, factors supporting faculty in using service-learning, emerged. Themes of knowledge of service-learning, level of confidence, positive attitude towards the role of the college in developing social responsibility, and benefits of service-learning emerged as factors contributing to the likelihood of using service-learning. Barriers of time, fit, and logistics deterred faculty from using service-learning. The barrier of time included actual time needed to design and implement the service-learning project, time associated with adding service-learning to an already full curriculum, and time necessary to learn to be an effective teacher. Faculty not using service-learning reported being more likely to consider service-learning if the college focused on increasing overall awareness on the value of service-learning, and if professional development opportunities were offered to assist faculty in developing their skill in using service-learning as a method of instruction. Non-service-learning faculty also would be more likely to embrace service-learning if the college provided financial support (including acknowledgement on faculty workload) and/or access to a "go to" person (e.g. service-learning coordinator) to assist with logistics [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.]