This study examined sources of conflict in international teaching assistant (ITA) training programs for graduate students from abroad using a survey of 10 research and doctoral institutions. The survey sought to characterize some sources of conflict between ITA trainers and their constituencies as perceived by ITA trainers. Responses indicated three common conflict settings: between an ITA and the ITA trainer/administrator; between a faculty mentor/advisor and the ITA; and between a department head and the ITA trainer/administrator. Analysis of survey responses indicated that: (1) most responding institutions had no appeals process for an ITA in a conflict situation; (2) most ITA trainers reported that some ITAs had experienced exploitation by faculty; and (3) 70 percent of respondents had found themselves in the position of being external advocates for ITAs on occasion. A common misunderstanding identified by survey respondents is that facility with English indicates a facility with pedagogical skills. The paper concludes with a discussion of approaches to conflict resolution, negotiation styles, strategies for mutual gain, and the importance of consistent and rational policies. (Contains 18 references.) (DB)