Using a qualitative interview design and the conceptual framework of an engaged campus (Furco, 2010),  this article examines the engaged scholarship  of  contingent  academics  in  a  university–community partnership  with  several  professional  development  schools  in  the United  States.  This  article  highlights  some  facets  that  make  their engaged  scholarship  different  from  traditional  scholarship,  and  the challenges  in  meeting  responsibilities  to  both  the  community  and university. The purpose of this article is to extend our understanding of community-engaged scholarship and help higher education institution administrators  think  about  policies  to  support  contingent  academics participating in other community partnerships.