Training and managing laboratory teaching assistants (TAs) present a unique set of challenges for chemistry programs. TAs are expected to provide an engaging laboratory experience and equitable implementation of instruction, however, TAs are often students themselves. Due to program demands and personal preferences, TAs vary in motivation and teaching experience, yet they serve as frontline instructors, interacting extensively with undergraduate students in entry level courses. Logistical limitations, such as dedicated training time and simultaneous use of multiple rooms or buildings, make ongoing and timely coaching of TAs by lab coordinators or instructors complicated. Presenters are invited to discuss all practices, including those that failed, around pedagogical and professional training of TAs. Examples of appropriate topics include, but are not limited to: mentoring, considerations as student enrollment exceeds 150 students, pre-academic term vs during academic term trainings or meetings, identifying TAs in need of intensive coaching early in an academic term, strategies for promoting consistent course vision and execution, leveraging strengths of TAs from varying backgrounds, graduate vs non-graduate student TAs, and improving TA efficiency.