The goal of this study was to examine whether a TA training program with substantial intercultural content (TCC) better facilitates the transition of international graduate students to Canadian academia than a traditional/general TA program with limited intercultural components (TATP). Based on previous research on TA development, it was hypothesized that ITAs would make greater gains in teaching effectiveness in the program that is enhanced with substantial intercultural components than in the general training program. Canadian TAs participating in TATP were included in the research as a comparison group.