International Graduate Teaching Assistants (GTAs) have often been characterised as lacking training, skills, English language proficiency and knowledge of the 'host' education system. In this study, a group of 18 GTAs from postcolonial countries were interviewed, to explore their perceptions of transitioning into UK higher education teaching at one institution. I use the Contact Zone as a framework to understand these GTAs' experiences. The Contact Zone lens shows that GTAs are actively bringing resources and experiences to teaching, rather than 'lacking'. By focusing on a sub-group of GTAs from postcolonial countries, this research challenges the notion that international GTAs constitute a homogenous category.