The increasing number of international teaching assistants (ITAs) in American undergraduate courses presents continued sociocultural, linguistic, and pedagogical challenges. Remaining underdeveloped, ITA training has attracted less attention in recent years. I urge a renewed enthusiasm for developing effective training curriculum. I review the focus of the ITA training curriculum over the past 30 years in terms of its content, implementation process, and context, and examine the missing elements that can make the training effective. I incorporate theories of multicultural education and postmodernism, and situate the discussion in the framework of professional development. As a conceptual analysis, this paper focuses on the why of integrating the missing elements, rather than the how of improving the curriculum in concrete steps.