This essay argues that experiential education, when used intentionally and in its full expression, can be an effective strategy in higher education to help students and faculty to bridge the divide between professional and civic roles. It draws on the story of Augsburg University's long history with experiential education as well as lessons from a yearlong strategic initiative to show how experiential education can, on the one hand, help students understand themselves as civic agents—both before and after graduation. On the other hand, the case of Augsburg shows that experiential education can be an important expression of a university's institutional public mission as a community member, knowledge creator, employer, and problem-solving partner with other members of the local community. The essay concludes with a discussion of the tension between Augsburg's educational and public missions—a tension that is particular to Augsburg but, perhaps, not unique to it.