International Teaching Assistants (ITAs) straddle multiple worlds with a complex nexus of identity positions, including content expert, language novice, graduate student and teacher, yet ITAs' developing teacher identities have received little attention in ITA research and preparation programming. While neoliberal tendencies and economic pressures have resulted in increased dependence on the labor of graduate students in the North American university context, the discourse surrounding international teaching assistants (ITAs) generally focuses on what they lack and fail to achieve, has an American-centric perspective, and rarely privileges the ITAs' own voices. The purpose of this qualitative analysis of developing (or pre-service) ITAs' (DITA) visual representations of future teacher selves was to explore how DITAs perceived and represented the challenges and possibilities of coming to be a TA. Employing methods of visual narrative analysis, a thematic content and social semiotic analysis was conducted on class artifacts including storyboards and reflections of "future teacher self" from across six semesters of an ITA development course. Markus and Nurius's possible selves theory provided the theoretical framework through which to view the DITAs' future-oriented perceptions of self. The results of the analysis showed that DITAs drew on both teacher and student identities as assets, and expressed challenges centered in: (a) lack of control over the physical and social environment of the class; (b) lack of knowledge of teaching skills; (c) concerns over the power dynamic with the students. Importantly, English language ability was not represented as a challenge in the images. In addition, storyboards acted as effective prompts for identity enactment, making the DITA's current thinking on their developing teacher identities more concrete. This research decenters the essentialist and disempowering assumptions of deficiency narratives by providing a critical and theoretical grounding to ITA programming practices. Further, it reimagines ITA professional development to include innovative image-based pedagogies, such as these visual representations of future teacher selves, as part of an asset based approach to ITA professional development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]