While labor conditions in higher education continue to receive an enormous amount of attention, technical and professional communication (TPC) has only recently begun to examine the material working conditions of contingent faculty. In this article, I provide an overview of the exigencies and a rationale for looking more closely at contingent faculty in TPC, and then I report the findings of a survey (n=91) and three, representative, in-depth interviews with contingent faculty. Framing these empirical findings, I offer recommendations for TPC program administrators for creating sustainable, professional development and training opportunities for contingent faculty.