A strong focus on teacher performance is resurfacing in teacher-preparation programs across the US. EdTPA, a teacher-performance assessment designed to determine K-12 teacher candidates' readiness for the classroom, has become central in teacher-preparation programs in several states and promises to be implemented in more states in the coming months. A multidimensional portfolio compilation, the edTPA requires candidates to submit teaching artifacts (e.g., lesson plans, samples of students' work) along with narrative writing tasks that detail a teacher's instructional approach and teaching reflections. This article highlights 3 ESL teachers' experiences with and perspectives about the New York State requirement of edTPA for English as an Additional Language (EAL) certification over 2 semesters of a student-teacher practicum. These teachers' experiences provide insights into the nature of certification assessment and the perceived benefits and challenges of completing the edTPA portfolio. This article also offers suggestions for the growing number of educational programs that will experience the impact of edTPA during the coming decade.