Kinesiology graduate teaching assistants (GTAs) provide an invaluable role in carrying out the instructional mission of many universities and colleges. However, the last two decades have seen an increase in public criticism and concern concerning the manner in which GTAs are employed to teach higher education courses, the extent they are prepared to effectively deliver course content, and the degree to which they are supported in their instructional development by appropriate administrators (Meyers, 2001). In response to this criticism, administrators have sought non-traditional means of enhancing GTA instructional development and socialization in light of their ever-increasing work-load. The purpose of this participatory ethnographic case study was to examine the perceptions of 27 kinesiology GTAs regarding an innovative GTA instructional development and evaluation model. Findings suggest that the proposed GTA instructional development approach, highlighted by the utilization of Videotape Instructional Analysis and Clinical Consultation (VIACC) processes along with consistent supervisory interaction could positively impact kinesiology GTAs' instructional development and socialization as teachers of basic instruction program (BIP) courses. More specifically, the GTAs reported higher levels of instructional confidence, professionalism, and preparedness after participating in this instructional development program. (Contains 3 tables.)