The purpose of this mixed methods census study (Creswell & Plano Clark, 2011) was to understand the service-learning (SL) beliefs and intentions of agricultural education teacher educators. The quantitative phase used descriptive and correlational statistics as well as non-parametric tests of differences to describe the results derived from measures and comparisons of the dependent and external variables. The 10 external variables were distilled from the literature because of their influence on university faculty members' SL behaviors. Quantitative data were collected using a web-based survey instrument comprised of participants' characteristics items and Hou's (2010) Web-based Faculty Service-Learning Beliefs Inventory (wFSLBI). Respondents (N = 46) also submitted the course syllabi they used to instruct teaching methods courses. Quantitative analysis revealed statistically significant relationships (p < .05) between the dependent variables and selected external variables as well as statistically significant differences between groups (p < .05). As such, eight of the 10 null hypotheses were rejected. Before initiating the qualitative phase of this study, quantitative variables yielding statistically significant relationships based on cluster analysis procedures were analyzed. This process produced three unique clusters operationalized as typologies representing the planned behaviors (Ajzen, 1991) of agricultural education teacher educators in regard to SL as a method of instruction: (a) Optimistically Unaware, (b) Policy-focused Decision Makers, and (c) SL Implementers . The Optimistically Unaware expressed positive beliefs about SL but did not understand how to integrate the method in their teaching methods courses. The second cluster, Policy-focused Decision Makers, was comprised of individuals with SL intentions that varied considerably. In-depth analysis revealed these teacher educators used established education policy standards as anchors when navigating the decision-junctures in their course design process. Moreover, members of the third cluster, SL Implementers, espoused strong beliefs about the method's potential while also emphasizing how it could be used to enrich the preparation of agricultural education teachers. In addition, results from both strands of data were integrated to draw meta-inferences and conclusions for the study. Recommendations, implications, and discussion of the results articulate the potential SL holds if operationalized as a complement to teacher preparation rather than an addition to current practice.