Working as graduate teaching assistants, graduate students play a significant role in undergraduate instruction at US universities. Many of these graduate students cross national boundaries to come to the US to pursue graduate education. In fact, more than half of the graduate students in engineering schools at US universities are international students. Prior work suggests that there are significant differences in educational cultures across the world. As a result, when international students serve as teaching assistants for undergraduate classes at US universities, they experience both rewards and challenges of teaching in a different educational culture than their native ones. This talk will discuss prior literature on the experiences of international teaching assistants and identify gaps in the existing literature. Specifically, this talk will address the challenges faced by international teaching assistants (ITAs), rewards of the ITA experience, the strategies ITAs adopt to navigate their experiences, and faculty and student perception of ITAs at US universities. While prior work on ITAs has explored the challenges and rewards of ITAs’ experiences, this work generally does not account for disciplinary differences. Moreover, the literature on ITAs provides autobiographical accounts of navigational strategies ITAs adopt but there remains a lack of a systematic account of those strategies. Finally, the literature on ITAs lacks a critical stance on ITA experiences. In light of the current literature on ITAs and the existing gaps, possible directions for future research and practice will be discussed.