In this article, co-written by a teacher and a professor, the authors examine possible explanations for why Adam (first author), a New York City public school special educator, failed the edTPA, a teacher performance assessment required by all candidates for state certification. Adam completed a yearlong teaching residency where he was the special educator intern of a co-teaching team. He received glowing reviews on all program assessments, including 12 clinical observations and firsthand evaluations by his principal and one student. In this article, the authors analyze Adam's edTPA submission showing evidence of how he met his teacher education program's expectations for teaching inclusively in a heterogeneous Integrated Co-Teaching classroom using frameworks from Universal Design for Learning and culturally sustaining pedagogy. They speculate that this pedagogical approach was in conflict with the Pearson/SCALE (Stanford Center for Assessment, Learning, and Equity) edTPA expectations or scorer training. They conclude by discussing the paradigmatic conflicts between the Pearson/SCALE special edTPA handbook and the aims and practices of inclusive education.