This article is based on the author's own strategies to foster community among educators. As a new, young, female junior faculty member in the School of Education at a major research university, the author has struggled to build a strong sense of community in her school. She has also encountered ambivalence about openly expressing personal-professional-political concerns in the workplace. Further, she wanted to connect the theoretical discussions that she was enjoying in her classrooms with hands-on applications in challenging educational settings around the world. In an effort to address some of these issues, and to engage her students and colleagues in proactively creating a more nurturing professional environment, she initiated an international service-learning program that is integrated into their graduate course of study. The overarching goals of the author's international service-learning program or L.I.N.C.S. (Learning Integrated with Needed Construction and Service) are to offer a challenging set of service-learning experiences. LINCS brings together faculty, staff, undergraduate and graduate students to participate in a meaningful, culturally sensitive service-learning project in education and international development.