Use of edTPA for preservice teacher assessment is becoming increasingly common across the country, with some states, including Georgia, mandating the passing of the edTPA for initial teacher licensure. This state-wide study investigated whether edTPA as a new policy initiative was being integrated by the teacher education programs and faculty in their practice. The edTPA Levels of Integration (LoI) Survey was sent to faculty, eliciting 145 responses. Results showed that the integration of edTPA was significantly higher at the program level than in faculty's personal practice and that, most aspects of edTPA were currently being used at the mechanical level. The five-factor solution from the exploratory factor analysis and a high Cronbach's alpha showed that this survey is internally consistent and a valid measure for measuring edTPA faculty's LoI. These factors were robust and strong constructs for understanding faculty's use of edTPA both at the program level and the individual faculty level.