Students studying political science, public administration, public service, and related fields are increasingly expected to engage with local communities in their eventual careers. Providing curriculum-based opportunities for such engagement, however, can be challenging. Are the costs worth the benefits? In 2016, faculty from two universities in Arkansas collaborated on the Little Rock Congregations Study, a research project that brought undergraduate students and graduate students out of the classroom and into the community to collect both qualitative and quantitative data from clergy and congregants across the city. Here, we use qualitative data from assignments and student evaluations, community feedback, and data collection outcomes to evaluate this coordinated effort. We find that teaching through community-based research benefits students, faculty, and the community but is also very resource intensive. We conclude with a discussion of the challenges of this approach and advice for those interested in such an undertaking.