Service-Learning as a scholarly, academic activity has been gaining momentum. However, colleges and universities often have difficulty institutionalizing service-learning as a course-based, credit-bearing, form of scholarship that is equal in merit to research or teaching. This study examines how the degree of institutionalization at Campus Compact member institutions is affected by institutional characteristics, service-learning leader characteristics, and methods of institutionalizing service-learning. A researcher-developed survey instrument was used to collect data from 179 service-learning leaders. Demographic information and five-point Likert scales were used to measure respondents' perceptions regarding institutional characteristics, their leadership characteristics, and methods of implementation. Leaders answered questions about the institutional use of institutionalization factors identified by Bringle and Hatcher (1996) through the Comprehensive Action Plan for Service-Learning model and their self-efficacy in executing those factors. The current research study found that institutions work hard to build partnerships but rarely engage in offering incentives and rewards or researching and publishing the impact of service-learning. Those that do offer incentives and research are able to institutionalize service-learning to a greater extent than those that do not. Analysis of survey items indicated that institutions involved with service-learning for three or more years were able to institutionalize service-learning to a greater extent than those with two or fewer years of experience. The analysis indicated that administering service-learning through academic affairs and putting at least $30,000 toward a service-learning budget helped improve efforts toward institutionalization. Leaders who participated were from an array of public and private institutions with varied professional and educational backgrounds. Those with three or more years of service-learning experience and experience in academic affairs positively affected institutionalization to a greater extent than those with little experience or experience outside of academics. Leaders expressed a great deal of confidence in their ability to build partnerships for service-learning but very little in their ability to research and publish. Confidence in building academic courses and researching were both tied to greater levels of service-learning institutionalization. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]