Although much attention has been paid to issues of contingent faculty in the university (American Association of University Professors [AAUP] position statements) and, more specifically, in composition studies (Schell; Bousquet, Scott, and Parascondola; Miller), the matter of contingent faculty in technical and professional communication (TPC) often goes unnoticed. Part of the inattention to labor issues in TPC might be that English studies has yet to fully recognize the presence of TPC programs in English departments. Rather than present another argument "intended to bring attention to the exploitation of teaching labor in writing instruction," this article has a much simpler goal: to bring TPC into the conversations about "teaching labor" in English studies, and to uncover the status of contingent faculty teaching TPC service courses. Here, the authors report on and analyze a survey they conducted of staffing in college professional and technical communication courses. In addition, they make recommendations for better treatment of contingent faculty who teach such courses. (Contains 2 figures.)