Like most states, Georgia until recently depended on an assessment of content knowledge to award teaching licenses, along with a licensure recommendation from candidates' educator preparation programs. While the content assessment reflected candidates' grasp of subject matter, licensure decisions did not hinge on direct, statewide assessment of teaching effectiveness. This method of assessment began to change in Georgia in 2012, when the state began to explore using a content-specific performance assessment for teacher candidates. Today Georgia is implementing edTPA in all 59 initial teaching preparation programs across the state. This shift affected the entire continuum of educators, from recruitment to preservice preparation, certification, induction, and retention. Not only has edTPA changed how Georgia's educators think about teaching and learning, it has built bridges and stronger partnerships across the state's education community. EdTPA and its impact on performance assessment is presented in this article.