Competencies well-recognized by the National Academy of Engineering, the American Society of Civil Engineers, and the ABET Engineering Accreditation Commission all illustrate a broad set of skills required by the twenty-first century engineer. However, while these bodies challenge construction engineering programs to inculcate these competencies in their graduates, they do not provide the pedagogical tools needed to develop these competencies. By examining two case studies, this paper demonstrates Engineering Projects in Community Service (EPICS) as a curricular structure that provides considerable opportunities to develop these important proficiencies. The case studies are two projects from one large, multidisciplinary, vertically-integrated student design team. One project focuses on sustainable and energy efficient housing for Habitat for Humanity (HFH) in Indiana while the other project focuses on affordable houses for HFH in Hinche, Haiti. While these projects are dramatically different in their setting, they both provide a unique opportunity for students to develop a broad set of professional and technical skills.