The edTPA, a performance assessment designed to generate reliable and valid measures of teaching practice, increasingly is used as a gatekeeping mechanism for beginning teacher licensure in various states, including New York, Washington State, Wisconsin, and Georgia. One of the edTPA's key components is the demonstration of instructional practice by video recording. This article explores threats to validity associated with using video segments as part of the edTPA. Based on interviews with 24 teaching candidates from New York and Washington State, results show that candidates had difficulty fully addressing the competencies assessed by the edTPA, thoroughly representing their teaching practices, and learning from the process of analyzing their videos, affecting content validity, ecological validity, and consequential validity, respectively. One implication is that the utility of the video records may be limited to corroborating and triangulating claims made in the written commentaries, rather than serving as authoritative approximations of teaching practice.