As the face of the American faculty profession changes, targeted academic development becomes more important. A phenomenological qualitative study of full-time, non-tenure-track faculty in English portrays an experince characterized by a love of teaching but fraught with professional challenges stemming from low status and poor reward and recognition structures. These data provide the point of departure for recommendations on expanding organizational and faculty development strategies for supporting, integrating, and encouraging full-time, non-tenure-track faculty.The literature on faculty development is built around the traditional notion of the faculty member progressing along a stable career line, enjoying equal status with other faculty colleagues, and having relative autonomy and variety in teaching assignments. Faculty development centers often do workshops on documenting tenure dossiers, advice to developers stresses engaging "respected faculty leaders" in programming or on advisory boards, and workshops often assume that participants are free to alter their course syllabi, change course assessment methods, and develop new offerings. Enter the contingent faculty member, now among the majority of newly hired faculty members in the United States (Schuster & Finklestein, 2006).