Abstract: This study examines the effect of teaching practices on community engagement outcomes in selected universities in Central Uganda. A mixed-methods cross-sectional design was adopted, integrating quantitative data from 330 academic staff with qualitative insights from key stakeholders. Correlation and Regression analyses reveal that experiential learning, curriculum alignment, faculty development, and technology-enhanced teaching significantly and positively influence community engagement outcomes. However, challenges such as limited infrastructure, large class sizes, and the persistence of traditional pedagogical approaches constrain the effectiveness of these practices. The study concludes that adopting competency-based, student-centered, and community-oriented teaching approaches is essential for strengthening university–community linkages and enhancing socio-economic impact. The findings highlight the need for institutional reforms that better integrate teaching with community engagement to improve the relevance, application, and societal impact of university knowledge.