Efforts made by educator preparation programs (EPPs) utilize teacher performance assessments (TPAs) that include formative and summative assessments that evaluate teacher candidates' professional growth and performance. The educative teacher performance assessment (edTPA) has replaced the local TPAs to become a national performance-based evaluation that standardizes training as a summative score. EPPs that focus too heavily on the edTPA may be distracted from realizing the importance of fostering First Generation College Students (FGCS) and low socioeconomic status (SES) teacher candidates to a higher, more competent self-efficacy through effective feedback, experiences, and exemplar.