A major decision confronting the basic communication course director involves the degree of instructional freedom to grant teaching assistants in regard to lecture/presentational materials, readings, written assignments, examinations, and grading procedures. In making these decisions, certain philosophical and pragmatic implications of possible choices must be considered from the standpoint of all parties involved--undergraduate students, graduate assistants, course directors, and administrators. Careful consideration of three key issues--comparability, support structure, and close coordination--indicates that granting a high degree of autonomy to graduate teaching assistants can maximize the benefit of the instructional process. (EL)