An ethnographic study examined three new teaching assistants (TAs) from July 1995 to July 1996 at a state university. Data included observing their classrooms, gathering artifacts, and talking about their experiences to determine what types of training and experiences lead to a successful TA and what elements or characteristics comprise a successful TA. Subjects each taught an English 101 class in the fall quarter 1995, used the same textbook, and developed similar syllabi. Results indicated that the teacher's authoritative status in relation to his or her students, and the teacher's organization of the classroom lesson plans, especially in terms of time management, are important issues. Findings suggest that each teacher should explore the spectrum of pedagogical stances, eventually donning the most natural and comfortable. (CR)