During the last few years Educational Teacher Performance Assessment (edTPA) has increasingly become a hot issue in teacher education programs in the United States. edTPA has become so important for a teacher candidate because many states mandate that candidates pass the test with a state-designated score as a requirement for the initial teaching license or program completion. Participating teacher preparation programs are also increasingly pressured to monitor and improve their teacher candidates' performances. Notwithstanding its high importance, the art education field has not addressed this portion of preservice art education. This article discusses ways to teach students edTPA and to cope with its many specific demands, with "modeling" among the more important components. By doing so, Nanyoung Kim hopes to shed some light on the edTPA issues that may baffle some art education professors. She addresses essential components of edTPA, some challenging aspects of the assessment's demands and possible solutions. Kim also provides a sample of a learning segment that answers many edTPA requirements. The purpose of this article is to encourage students to consider edTPA as a great opportunity to learn how to construct learning activities that are meaningful, engaging, and deep.