Encouragingly, more than 80% of graduate students pursuing their doctoral degree were interested in seeking a faculty position because of their interests in and often passion for teaching. Given this strong interest among doctoral students, the need to train future science faculty in the art of teaching and, most importantly, the critical need to reform undergraduate science education, it would seem that integration of pedagogical development into the graduate science training experience would be beneficial on multiple fronts. There has already been a recognition of the need to better prepare graduate teaching assistants, and a variety of strategies have been proposed and tried across many disciplines to provide support for these faculty-in-training as they participate in educating undergraduate students. In this article, the authors consider some alternative approaches to integrating pedagogical development into the training of future scientists as well as progressive steps toward improving the traditional teaching assistantship. (Contains 1 table and 1 figure.)