This ethnographic study took place in a graduate course at a large research university in the Midwestern United States. It presents an in-depth examination of the experiences and challenges of a group of four students learning to be Instructional Design and Technology professionals who are concerned with the well-being of all members of a society, and wish to utilize their knowledge and skills to help solve social problems and improve people's lives. Building on the results of previous research, findings indicate that the course, designed using the Civic-Minded Instructional Designers (CMID) framework, succeeded in enhancing students' civic-minded agency, the group's purposeful and reflective acts that aim at addressing the educational needs of community members. The course was designed to mimic a small, multiteam Instructional Design and Technology consulting company offering professional-level services free of charge. Community partners consisted of four real-world clients to whom students addressed an instructional issue. Data were collected from observations, focus groups, individual interviews with students and community partners, and analyses of course artifacts and students' reflections. Students were found to diligently address community members' needs, give voice to their community partners, address sustainability of their projects, be sensitive to their community partners' perspectives and acknowledge their community partners as design partners. Challenges encountered include reconfiguring students' roles and building trustful relationships with their community partners. This study contributes a deeper understanding of the roles of instructional design professionals within larger social contexts. Lessons learned can inform the implementation of the CMID framework in other educational programs.