In this paper the authors argue that a confluence of powerful interests has descended upon the work of teacher education from all possible points of entry via the edTPA. The paper uses Actor Network Theory to trace one particular set of complex social associations created and acted upon in the adoption and implementation of a single national policy controversy - teacher performance assessment, or edTPA. Despite years of inconclusive data about the efficacy of testing, these ideas thrive by hijacking the discourse of teacher education and shifting the national conversation toward narratives of fear and accountability. The authors examine the ways the ongoing struggle to control teachers and schools have shaped their 20 year careers in teacher education.