The paper will describe the development and impact of a course that exemplifies the principles and values of community psychology, but does so outside the bounds of a community psychology program or concentration in a large, diverse, public university. The class, Community Engagement for Social Change, has two aims: to teach undergraduates that social problems have social causes, and to engage students in a range of social problem-solving approaches that incorporate that understanding. It accomplishes these aims by introducing a “multi-level analysis” of social problems, using a case study of the social problem of poverty, and requiring that all students complete 20 hours of service in community organizations. The development of the class required strategic thinking and significant retooling in order to attract and promote learning across a broad range of students. It has now been offered each semester for seven years, and has evolved into an opportunity for the first author and her graduate students to integrate social justice-oriented teaching and research. For the past three years, the authors have been engaged in a longitudinal project evaluating the impact of the class on student outcomes. This paper provides an overview of this course, and describes lessons learned from two sources: (1) the experience of teaching and refining the class, and (2) the longitudinal dataset collected from students who did and did not take the course. Data show that the class is effective in shifting attitudes both specific to poverty and more generally to social problems. Results also show that implicit bias did not shift over the course of the semester, and that individual and systemic attributions for social problems are only moderately related. We hope that sharing our experience is useful to those interested in similar coursework in other institutions that lack an explicit focus on community psychology.