The transition from high school to college life presents a number of challenges to young adults, including new living arrangements, new social circles, increased independence, and the pressures of academic responsibilities. As a result, college students face a number of health concerns, including but not limited to sleep deprivation, lack of proper nutrition and exercise, psychological distress, acute illness, and the social pressures to engage in substance and alcohol abuse (Center for Disease Control and Prevention, 2016). There is a wealth of evidence suggesting that student precarities such as mental health, lack of insurance, food insecurity, and other typically considered "nontraditional" student characteristics are impacting students' ability to succeed in college. This, of course, begs the question, "What can be done about it?" This essay focuses on how faculty as scholars of communication and instruction, can address, mitigate, and even illuminate these issues of precarity in their pedagogy, scholarship, and professional lives. This argument is centered on three key premises: (1) it is the responsibility of instructors to care about student precarities; (2) as instructional scholars and experts in communication, faculty members are well prepared to mitigate these precarities in course structure and pedagogy; as well as (3) in the scholarship instructors produce and prioritize on teaching and learning.