This report explores the preparedness and training of doctoral students as teaching assistants at Lund University’s Faculty of Engineering. This is done by looking at relevant research and the history of rewarding teaching. Despite a formal course offered on teaching in higher education, there may be a need for a more structured approach. There is a possibility of improving the doctoral teacher training and hence improving the teaching experiences if a coherent training and support system is put in place. A survey was formulated to analyze PhD students’ perceptions of their readiness, pedagogical strategies, and support systems. Findings suggest that there is a wide range of challenges that could be addressed. The report concludes that enhanced, consistent training programs are crucial for improving teaching outcomes and recommends systematic pedagogical training aligned with doctoral research to optimize both teaching and academic development.