The study addressed two objectives: (1) to understand the challenges faced by ITAs and (2) to identify the strategies they employ to overcome these challenges. A qualitative case study approach was used, involving semi-structured interviews with all ITAs in a Department of Agricultural Education and Communication during Fall 2025. In total, 11 interviews were recorded, transcribed, and analyzed using double-blinded descriptive and pattern coding. For objective one, three interrelated challenges affecting ITAs’ teaching experiences emerged from the data: difficulties with instructional communication and feedback, language and cultural barriers in classroom interactions, and a heavy reliance on faculty guidance to navigate teaching expectations. Participants described uncertainty in interpreting student needs, providing effective feedback, and aligning instructional practices with U.S. classroom norms, which influenced their confidence and perceived teaching effectiveness. For objective two, ITAs indicated several adaptive strategies to navigate these challenges. Participants described modifying their communication to better meet students’ needs, collaborating closely with faculty mentors and peers, and leveraging technological tools such as Grammarly and AI-based platforms to improve the clarity and accuracy of their feedback.