In this article, the authors present a case study that is an exploration of credential candidates' attitudes toward a teaching performance assessment as a measure of their teaching ability, and the impact on faculty instructional decisions, practice, and attitudes toward the assessment. This study generated both qualitative and quantitative data. Results revealed that assessment, discussion, sharing results among faculty, credential candidates and partner schools can begin to open the dialogue about the presence and status of the characteristics of effective teacher preparation programs. (Contains 3 tables.)