A key way that colleges and universities seek to improve student learning is by providing instructional development to faculty. Yet today, the majority of college faculty are non-tenure track, adjunct faculty who have limited access to instructional support, and have traditionally not participated in such teaching improvement efforts when offered. This paper seeks to address this problem--of access to and participation in instructional development by adjunct faculty--by drawing on a study of 19 adjunct faculty members as teachers to propose ways of situating instructional development within adjuncts' work as teachers.