The purpose of this study was to explore the integration of community engagement practices in the curriculum at Mountains of the Moon University(MMU). The central research question which guided the study was: How are community engagement practices integrated into the curriculum at Mountains of the Moon University? The study was conducted using an inductive approach. Data was gathered using unstructured interviews with faculty deans, academic staff, community engagement coordinators, top management, document check and focus group discussions (FGDs)with students’ coordinators for community engagement as the unit of analysis. NVivo 14 aided data analysis by integrating emergent codes with a priori categories from Thornton and Ocasio’s (2008) institutional logics framework. The findings revealed that MMU integrated community engagement through experiential learning, participatory research, and structured field placements aligned with students’ specialisations. These initiatives bridged both theory and practice to strengthen university-community reciprocity. Challenges included inadequate formal structures, workload allocation, and limited faculty leadership. Hard applied disciplines showed stronger alignment of community engagement in their curriculum than soft applied disciplines. The study concluded that while MMU’s policies provide a strong foundation for integrating community engagement in the curriculum, enhanced leadership commitment and structural adjustments are needed. It was recommended that universities should formalise partnerships, conduct faculty trainings, and strengthen policies for better community engagement integration into university curriculum.