This case study addresses a need for evidence of teacher candidates' perceptions of the edTPA. Data were collected via a focus group interview, a survey, and miscellaneous documents. Perceptions of the edTPA were informed by external influences including alumni experiences and internet resources. Perceived positive features of the edTPA included the edTPA structure, use of academic language, required reflection, and program-based support. Perceived negative aspects included standardized assessment features, lack of theory-based planning and ambiguous and redundant prompts. Student perceptions of edTPA features resulted in feelings of detachment from their cooperating teacher and students, abandonment from University faculty, a perceived loss of individuality and a focus on "teaching to the test." Disconnects in messaging between project expectations and program norms as well as perceived inorganic timing of implementation and disproportionate amount of time spent on the edTPA informed perceptions. EdTPA completion also resulted in professional preparation and heightened political and social consciousness about the status of education. Implications for music teacher education are presented.