In this case study, we examine the consequential validity of using edTPA in a social justice-oriented, urban teacher preparation program. According to the developers of edTPA, a primary purpose is to support teacher candidate learning, yet our analysis suggests that edTPA does not support learning when used during student teaching. Our 16 participants, who are primarily teacher candidates of color and many first-generation college students, and who all passed edTPA, unanimously indicated that edTPA increased their mental and financial stress, which they linked to design elements including high stakes, standardization, and external scoring. Participants also critiqued the construct of teaching represented in edTPA, arguing that dispositions and a social justice orientation are missing and that edTPA is more about following procedures than supporting candidate learning. Moreover, edTPA encouraged inequitable practices, including focusing on high-achieving classes and selecting curricula based on scoring procedures instead of student need. Overall, our analysis indicates that there is not strong consequential validity evidence to support the use of edTPA as an assessment during student teaching, particularly in social justice-oriented programs, yet suggests edTPA could be a useful tool if stakes and proceduralism are reduced and scoring is conducted locally.