This qualitative study examined the profiles and perspectives five university professors whose success in higher education aligns with Ernest Boyer’s notion that “the academy must become a more vigorous partner in the search for answers to our most pressing social, civic, economic, and moral problems, and must reaffirm its historic commitment”, which he termed “the scholarship of engagement.” Several of these individuals appear to have reconsidered scholarship prior to Boyer’s publication and were committed to expanding traditional scholarly perspectives, specifically, through community-based research. It was hypothesized that insight into their successes (and challenges) may provide young professionals interested in expanding traditional scholarly perspectives with strategies for achieving success in a university setting. Data were collected through semi-structured open-ended interviews, curriculum vita’s, and personal written journal notes. Data analyses were conducted in two separate stages. The first analysis involved a case study of each individual participant delineating the path (or paths) leading into and through higher education. The second analysis described findings across all five participants' and examined a range of approaches for successfully navigating the academy often through non-traditional methods. Five themes emerged from the data analysis—a sense of purpose; rigorous and reflective; crossing disciplinary boundaries; supported though marginalized; and, patience. According to the findings, no single model for success exists. Success depends on many factors, which include: passion; perseverance; patience; faculty and administrative support structures; the type of institution; and, the scholarly priorities within each institution. Participants’ offered several considerations to young professionals attempting to engage in non-traditional research paradigms. These include: finding an appropriate match when searching for a job; do not enter a faculty position under the assumption that you will change things overnight; do not ignore existing scholarly expectations; and learn as much as possible while beginning to develop scholarly momentum. Keyword(s): college level issues