Most, if not all, psychologists have served as teaching or research assistants during graduate school, been instructed by teaching assistants, or both. As both faculty and students themselves, graduate assistants are faced with several dilemmas for which they typically have little preparation or guidance. These issues are explored in the context of the existing literature on multiple relationships in academic settings. Recommendations are made for graduate assistants, their faculty supervisors or mentors, and administrators to proactively address and confront these challenges in a manner consistent with the profession of psychology's ethics code and to minimize the potential for harm to those we are entrusted to teach.In many academic settings, graduate teaching and research assistants are an integral part of the learning process. The ethical ramifications of the multiple roles and relationships encountered by many graduate assistants deserve closer investigation, and these issues are certainly relevant for all academic fields. However, this is a central issue for those in the mental health field because students are being trained to become professional researchers, teachers, supervisors, and psychotherapists involved in intimate, power-based relationships with the potential for exploitation. Lessons learned during one's graduate school experiences about the appropriate maintenance of boundaries and how to ethically manage multiple roles and relationships will likely have a significant impact on one's future conduct as a