This paper describes a framework for educating future evaluators and users of evaluation through community-engaged, experiential learning courses and offers practical guidance about how such a class can be structured. This approach is illustrated via a reflective case narrative describing how an introductory, undergraduate class at a mid-size, public university in the northwest partnered with a community agency. In the class, students learned and practiced evaluation principles in the context of a Parents as Teachers home visiting program, actively engaged in course assignments designed to support the program's evaluation needs, and presented meta-evaluative findings and recommendations for future evaluation work to the community partner to conclude the semester. This community-engaged approach to teaching evaluation anchors student learning in an applied context, promotes social engagement, and enables students to contribute to knowledge about effective human action, as outlined in the American Evaluation Association's Mission.