Colleges and universities are increasingly under pressure to prepare students for professional success after graduation, and, at the same time, are facing calls to enhance student civic learning and to contribute to their local communities. High-impact practices have been embraced as pedagogical approaches to address these goals. In particular, service-learning has been the primary practice associated with civic learning and community engagement, while internships have been promoted to support career development. This study explores the potential of a hybrid model of community-engaged internships, which combine characteristics associated with both service-learning and internships, to simultaneously advance civic learning and professional growth while benefiting the community. Previous research, which has found professional, civic and community benefits associated with service-learning and internships, suggests that community-engaged internships could present a unique model to advance multiple institutional priorities. However, there is a dearth of research focused specifically on community-engaged internships. This study addresses a gap in the literature by examining both student and community partner experiences in a university-wide, credit-bearing undergraduate internship program. Through retrospective interviews with students and supervisors, I address student civic learning, student professional development, student challenges, community partner benefits and community partner challenges associated with these internship experiences. The results demonstrate that community-engaged internships are associated with positive civic and professional growth for students and are largely beneficial to community partners. Moreover, community-engaged internships may be better positioned to address common challenges associated with service-learning. In particular, the commitment and accountability associated with a credit-bearing internship allows supervisors to assign more meaningful projects to interns. However, limitations, especially associated with civic learning, are also evident. Notably, because the internships were not designed as community engagement experiences, students' civic outcomes were not developed to their full potential. Based on an analysis of the findings and the existing literature, I present a model for community-engaged internships that can serve as a framework for practice and future research. This model incorporates standards of practice for community engagement, including structured reflection, integration of academic knowledge, and emphasis on community partners, to enhance both student and community experiences. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]