Today, approximately seven out of every ten instructional faculty members at nonprofit institutions of higher learning are employed off the tenure track; nearly half of all faculty members providing instruction in nonprofit higher education hold part-time appointments. The characteristics that distinguish tenure-track from non-tenure-track faculty members are not limited to the latter’s lack of eligibility for tenure. Rather, most non-tenure-track faculty members, particularly those teaching part time, experience poor working conditions (no job security, low salaries, and little or no access to office space) and are denied many types of support that are provided to their tenure-eligible colleagues (professional development opportunities, access to resources for instruction and administrative personnel, and sometimes even e-mail accounts and library privileges). While many faculty members, administrators, and other higher education stakeholders surely know that large numbers of non-tenure-track faculty members are employed on some campuses or within particular disciplines, the implications for teaching and learning are often not considered or discussed. Yet recent research has documented how greater exposure of students to these faculty members, whose performance is often constrained by poor working conditions and a lack of support, is negatively affecting retention, graduation, and transfer rates as well as other indicators of student success such as GPA.