The purpose of this qualitative study is to examine college and university faculty members' perspectives on whether and how community-engaged teaching influences their students' learning. We grounded our study in the tradition of interpretative study, as well as the conceptualization of learning put forth by Neumann (2005). Based on interviews with 14 faculty members (across a range of institution type, rank, discipline, geographic location, and demographics) who have conducted community-engaged teaching currently or within the past 5 years, participants' narratives highlighted a metatheme of their students learning to grapple with complexity. Grappling with complexity consists of three subthemes of learning: recognizing the intricacies of applying theory to real-world problems, shifting from deficit to asset thinking, and confronting power structures in society. Implications for theory and practice are included. [Note: The print ISSN (1534-6104) shown on the PDF is incorrect. The correct ISSN is 1534-6102.]