Studies show teaching assistants (TAs) can positively influence the learning environment by increasing student comprehension and retention and impacting students' choices of academic and career paths. However, use of TAs in higher education is not universal. Following a fruitful panel discussion at the 2017 HAPS Conference, we conducted a survey to assess the prevalence of undergraduate and graduate TAs in human anatomy and physiology courses across a range of institutions and to evaluate how TAs are recruited, trained and compensated. Data from 329 respondents who used TAs, indicate most institutions use a formal application process, training procedures vary, and most TAs are compensated financially through hourly wages, stipends, or tuition credit. However, some TAs are unpaid but receive course credit as compensation. We highlight one of the more successful recruiting and training programs, where paid master TAs mentor unpaid apprentice TAs. This tiered training program excites and motivates student leadership, maintains high academic standards, and alleviates the lead instructor from continually training novice TAs.