This study examines the pedagogical experiences of fourteen graduate teaching assistants (GTAs) across academic disciplines at a large private university in the Northeastern US. The participants in this study represent a small, focused group of GTAs who hold progressive social justice commitments and share pedagogical philosophies anchored in decolonial feminism. While current research on GTAs does little to address intersectional identities, the research participants in this study represent a community of GTAs who hold intersectional identities that are often linked to their subordinate position in the higher education labor force. This research aims to build on present literature addressing the pedagogical experiences and development of GTAs. The following questions are raised: How do graduate teaching assistants experience pedagogical processes of preparation and development? What kind of pedagogical frames are used to prepare graduate teaching assistants for the professoriate? And how do graduate teaching assistants' pedagogical experiences speak back to structural inequalities in higher education? To further understand the pedagogical experiences of GTAs holding progressive decolonial feminist commitments to their pedagogical processes, contemporary literature is reviewed that highlights relations of and responses to colonial legacies of power and privilege in higher education, as well as addresses pedagogical experiences as connected to philosophies, roles, experiences, and communities. Research methodology is described, followed by a presentation of emergent themes from the inductively derived data analyses. Lastly, recommendations are offered that stem from the results, implications, and conclusions of this study.