In recent years the United States has been growing in diversity, resulting in changes throughout the cultural landscape of our nation. These changes reach across collegiate instructing capacities uniting them with a new diversity of workers in the agricultural sector. Due to the fact that the agriculture industry is continuing to become more diverse, the need for industry workers to effectively communicate and interact cross-culturally is rising. One response to this need has been to integrate diversity and social justice education at collegiate levels into existing agricultural training and education. Resistance often accompanies diversity and social justice education, causing both professors as well as graduate teaching assistants (TAs) to be faced with the task of working through challenging educational situations. TA’s are increasingly responsible for teaching undergraduate courses yet their academic perspectives are underrepresented in current literature. This paper will present specific challenges experienced by TAs when teaching a diversity and social justice education course to agricultural students at a land grant university as well as outline solutions implemented through informal discussions.