It is important for administrators, faculty, and policy makers to understand and consider how policies commonly associated with non-tenure-track faculty roles and working environments impact student learning. Many policies impede the ability of faculty to provide effective instruction that is aligned with departmental and institutional goals for learning outcomes. On many campuses, current policies create conditions wherein these faculty are inaccessible to students outside of scheduled class time and are not permitted to have a role in decision-making, including decisions about the courses they teach. While many policies and practices negatively impact equity and morale, this paper discusses how certain conditions created by policies--or a lack of policies--influence the ability of institutions to maximize the benefits of non-tenure-track faculty contributions to student learning. [For the accompanying report, "The Changing Faculty and Student Success: Conceptual Diagrams--Interactions of Non-Tenure-Track Policies and Practices on Student Learning Outcomes," see ED532270.]