Professors create their careers through three forms of work: research, teaching, and service. Teaching and research are well defined in most professors' careers and in higher education at large. However, faculty service is nebulous. In this article, the authors define service as faculty members' contributions to (a) the governance, management, and operation of their employing institution, in whole or in part, internally and externally; (b) the work of their professional/disciplinary associations; and (c) the maintenance of their disciplines and fields at large. Drawing on a three-year study of recently tenured university professors' learning and development across the spectrum of faculty work, the authors examined the widely held view that faculty service increases after tenure. They also asked what forms increases took and what university professors claimed to gain, developmentally, from engagement in faculty service in the early post-tenure career (up to 5 years after the award of tenure). This analysis reveals the following: First, in line with prevailing views, study participants reported noticeable service increases. Second, participants reported that the increases materialized in diverse ways, including through accretion, intensification, transformation, and self-replication; service growth may, then, appear in multiple ways. And third, though viewing service as "giving to others," participants also claimed "to receive," as in service they (a) extended their knowledge of the subject matters they taught or studied, or constructed relationships for doing so later; (b) gained self-knowledge, professionally and personally; and (c) developed interpersonal, management, and organizational knowledge. The authors suggest that professors, administrators, and policymakers think about faculty service in terms of what it provides to others and what it returns to professors for their learning and development. (Contains 4 notes.)