We explore the development of community-engaged scholars and practitioners through two distinct lenses: faculty who facilitate engaged learning processes and student-practitioners who are enacting these processes in their work. We use an auto-ethnographic technique, our own stories, to describe the will (motivation) and capacity (knowledge) gained through community engagement. More importantly, we provide vivid accounts of marked differences in our teaching, learning, and leadership. As a result, we have become activists in our craft as practitioners and scholars.