Articles on student learning outcomes assessment often treat faculty as one homogenous body. Yet the exponential growth of contingent faculty in universities and colleges has created two distinct faculty groups with varied concerns and thoughts on everything from the future of higher education to shared governance to student learning outcomes. When considering faculty thoughts and concerns regarding the assessment of student learning outcomes, it is inappropriate to assume the concerns of tenure-line faculty will echo the concerns of non-tenure-line faculty. In this article, we explore survey comments given by non-tenure-line faculty, examining the thoughts and concerns of non-tenure-line faculty in regards to the creation, implementation, and ramifications of outcomes assessment. We find that the contingent status of these faculty creates unique concerns that should be considered and addressed by departments and institutions wishing to increase participation in outcomes assessment.