As the pace of technology and globalization increases, there is increasing concern about the scientific literacy of Americans. A scientifically literate public is necessary for developing a workforce that can understand and solve numerous problems facing the world and for improving the welfare of self and others. Poor science literacy is exacerbated by the general failure of scientists to effectively engage with the public. However, scientists rarely have an opportunity to develop and practice the skills and disposition for meaningful public engagement. To address this training gap, we have incorporated community engagement into our 10 week summer undergraduate research program. Our “scientists-in-training” devoted 1-2 hrs per week to translate their research programs into science activities that they shared with youth attending a day camp in a Pittsburgh neighborhood. Attitudes towards community-engagement were assessed using a retrospective post-test. Here, I will summarize the results of four summers, describing learning gains as well as difficulties and limitations. Results indicate that community-engaged learning via sharing science with children is a meaningful addition to a summer undergraduate research program. By giving scientists-in-training opportunities to share science with the non-expert public, we hope they will become better communicators and more receptive to civic engagement in the future. This work was partially funded with grants from the NIH (R25) and the NSF (REU).