Based on a review of literature for civic learning outcomes, the authors of this article propose a model for a civic-minded graduate, which involves the intersection of identify, educational experiences, and civic experiences within a cultural and social context. The authors then outline ten domains of civic learning outcomes organized according to knowledge, skills, dispositions, and behavioral intentions. All ten of the domains are manifest in literature on service-learning and civic engagement. The authors describe the instruments used to measure the civic-minded graduate construct and three studies conducted for the purpose of establishing validity of this construct. The article concludes with implications for practice in programs designed to promote civic development, using the construct of a civic-minded graduate as a metaphorical north star.