Purpose: Graduate students employed in graduate teaching and research assistantship positions have a unique experience of the institution because of their status as student-employees. Graduate assistants (GAs) face specific challenges around their well-being as they navigate various relationships and environments throughout their educational trajectory. The purpose of this study is to examine the specific workplace challenges GAs experience and their overall effect on GA wellbeing. Design/methodology/approach: This research study examines graduate assistant responses from 12 US research universities to the Faculty Survey of student Engagement for Graduate student Instructors survey. This study's analysis examined the open-ended responses (n = 493) at the end of the survey that asked participants for additional comments regarding their departmental and/or institutional experiences. Three waves of coding were implemented by the authors to identify common themes and areas of concern on GA working conditions. Findings: The findings led to the creation of a concept map on GA working conditions that include three main components: contextual factors, stress and well-being and competing tensions. Within each component are subthemes related to social identity, funding, campus climate, time and priority concerns and assistantship structure and support. The map demonstrates the enmeshed connection across areas. Practical implications: Findings suggest institutional investments through programming, system-level changes and interpersonal support to improve GA working conditions and their well-being. Originality/value: Research on GA experiences with working conditions and well-being in a US context is limited. This study is valuable because many graduate students who occupy graduate assistantships are asking for increased pay and benefits at their institution. Graduate assistantship labor organizing is occurring alongside institutions' focus on improving health outcomes for graduate students.