This article talks about the issues on gender and contingent labor in the field of composition. The authors contend that the composition programs are feminized, devalued, and heavily populated by contingent faculty. The feminization of the field of composition in particular makes the work--and the potential solidarity between those on and off the track--all the more invisible and vulnerable to the kinds of myths the authors describe in this article. If teachers seek more equitable and thus sustainable solutions to academic supply and demand, they must recognize that gender concerns and labor concerns often are one and the same.