This study used critical discourse analysis to examine how contingent faculty teaching in online programs talk about the support they need through the lens of organizational socialization theory. We interviewed 10 online contingent faculty across the United States from a variety of Carnegie-classified institutions using semi-structured interview questions. We used intertextuality as our method of data analysis. Our findings resulted in four overarching themes: our participants are off the radar and not included, their contingent role is a perceived gateway, their role is one of convenience for both the contingent faculty and the institution, and there is an imbalance of power between our participants and their institutions. Online contingent faculty need to feel more included in communication from the program or department and need to have more pedagogical and technical support. Additionally, they need more information to help support their students and professional development for themselves, as well as mentoring.