Although the continuity of faculty is an important factor in sustaining an institution's general education program, if the measure is attainment of learning outcomes, qualitative considerations, and not a faculty member's employment status, are more important in determining who should teach such courses. This author argues that relatively junior, as well as part-time, contingent faculty can be at least as effective in achieving general education learning objectives as their tenured, senior colleagues, as long as basic criteria related to faculty development support and inclusiveness are met. Given current and short-term future economic realities, it is unlikely that higher education institutions will soon depart from the pattern of relying heavily on contingent faculty to teach general education (and other) courses. If progress is to be made in improving conditions and pay for this huge workforce, he contends, it is essential to demonstrate that progress in achieving the objectives for student learning will result from such investment.