Globally, Community Psychology (CP) currently struggles with a lack of visibility and a shortage of platforms from which to engage future researchers and practitioners. Many of these future researchers and practitioners study psychology as part of their undergraduate education, making psychology departments in undergraduate institutions an ideal point of exposure. Discouragingly, however, undergraduate students are unlikely to be exposed to CP in their course curriculums forcing students to seek out opportunities for exposure elsewhere (Jimenez, 2016; Glantsman, McMahon & Njoku et al., 2015). This is especially true of Community Psychology within the United States. This study aimed to explore how students got involved in CP research and the benefits of that involvement. A total of 34 former undergraduate research assistants involved in CP research teams at Michigan State University completed a 20-item online questionnaire comprised of open- and closed-ended questions. Quantitative data were analyzed descriptively and qualitative data were analyzed using an iterative coding process. Results showed that the majority of students had no experience in CP and merely stumbled upon the research. Despite this, respondents reported gaining many skills, competencies, and knowledge during their time on the research teams. Respondents particularly benefited from: 1) gaining hands-on and community-based research skills; 2) attaining transferable skills they could carry with them in future positions; 3) acquiring CP-specific competencies; and 4) cultivating greater awareness and passion for social issues. Finally, the majority of respondents discussed how their involvement on CP research teams honed in their interest and passions and/or shaped their professional trajectory. These findings provide preliminary evidence of the benefits of CP research involvement at an undergraduate level and has important implications for how CP as a field may choose to invest in undergraduate research opportunities.