This paper introduces a conceptual model for supporting the continued development of service-learning as a pedagogy of engagement. A logic diagram is used to facilitate understanding of service-learning. The model illustrates the (a) complex elements involved in creating or sustaining a strong program, (b) potential tensions within the field, and (c) evaluation requirements at the level of a program or campus. The logic model also identifies tensions and issues that merit ongoing discussion amongst those committed to the continued development of service-learning in higher education. (Contains 2 figures and 7 notes.)