In this article, the authors explore the multiple roles that contingent faculty play in an evolving system of higher education. They consider the professional work of faculty in contingent positions at Colorado State University through the lens of activity theory, analyzing workplace discourse logs in an effort to understand the roles of contingent faculty in teaching, research, service, outreach, and administration, especially as those roles come into conflict with traditional academic activity systems such as tenure and promotion. They also consider the ways in which these roles differ from department to department, thereby altering local activity systems and, when juxtaposed, shedding light on alternatives. In particular, they focus on the contradictions that arose as a result of these faculty members' reflections on their work. They also recommend ways to enhance the working conditions of contingent faculty. (Contains 4 figures and 1 note.)