The civic-minded graduate (CMG) construct provides a set of common civic learning objectives that can guide the design, implementation, and assessment of curricular and cocurricular civic engagement programs. This research examined components posited to be part of the CMG construct and found correlations between identity as a student and CMG, between civic identity and CMG, between CMG and all of the motives for volunteering on the Volunteer Functions Inventory, and between CMG and measures of interest in charity, service programs, and advocacy types of service. Implications for practice and future research are proffered.