Teaching assistants (TAs) serve as key figures, bridging the gap between students and lecturers in practically oriented teaching. It is essential to provide them with proper training to continue the seamless flow of knowledge for future generations, as they are the lecturers of tomorrow. Despite their important role in academia, TAs often face numerous challenges, including inadequate preparation before teaching, unclear responsibilities, and inconsistent knowledge transfer. In this project, we surveyed TAs’ experience at the Centre for Analysis and Synthesis at Lund University, aiming to identify strengths and areas for improvement across four key areas: course organization, knowledge transfer, responsibility, and mindset of the TAs. Tendencies in the data were analyzed and contextualized using concepts from the literature, with a particular focus on teaching self-efficacy. The insight acquired was utilized to create a guide in the form of a flowchart, to contribute to a positive teaching environment and strengthen the teaching self-efficacy of future TAs.