Civic identity is of scholarly import given ongoing investments in community engagement in higher education. Despite extensive scholarship, gaps remain in our understanding of students' civic identity development. This case study explicates the ways in which a curricular community engagement program influenced the development of baccalaureate students' civic identity. Leveraging theoretical borderlands (Abes, 2009), and bringing to bear two theories in identity development--self-authorship (Baxter Magolda, 1999) and figured worlds (Holland et al., 1998)--the study offers a new perspective about the impact of curricular community engagement in shaping students' civic identity. Findings revealed that early experiences influenced students' college choices and subsequent civic work in college. Furthermore, curricular community engagement played a critical role in the evolution of students' identities as civic agents and engaged citizens, highlighting that such experiences are crucial to fulfilling the civic mission of higher education institutions. Findings have important implications for pedagogy, policy, and praxis.