The increasing presence of International Teaching Assistants (ITAs) in English-speaking graduate schools has prompted scholars to investigate the various challenges they face, including linguistic, pedagogical, and social hurdles. Previous analyses have primarily focused on assessing ITAs’ teaching performance while neglecting to consider their individual backgrounds and aspirations. Employing the framework of identity and investment as proposed by Norton (1995, 2000; Kanno & Norton, 2003; Norton, 2013), this study aimed at investigating the identity and investment of ITAs by examining their experiences and identifying the symbolic and material gains they aim to achieve through their commitment to teaching English composition classes. The research also delves into how this investment contributes to enhancing their cultural capital. The research involved interviewing 12 ITAs with diverse backgrounds, each having taught English composition courses for at least three years. Data was collected by gathering ITAs’ experiences and personal insights through questionnaires and multiple interviews. The collected data was then analyzed using the qualitative method known as Interpretative Phenomenological Analysis (IPA). The study’s findings indicate that ITAs’ experiences play a crucial role in shaping their identity, contributing to increased confidence, trustworthiness among students, emotional stability, and effective management of classroom expectations. Furthermore, the educational journeys of ITAs are significantly influenced by their deliberate choices to invest selectively in areas that help them overcome initial understanding barriers, encourage them to adapt novel teaching strategies and seek engaging resources for the classroom, all to ultimately enhance their credibility and increase their value as English composition teachers in both their current and prospective communities. Keywords: investment, identity, international teaching assistants, interpretative phenomenological analysis