The edTPA Teacher Performance Assessment was recently implemented at a regional public university to replace the previous paper-and-pencil evaluation of candidates' teaching effectiveness. To determine the teacher educators' professional beliefs toward using the edTPA as an assessment of readiness to teach, semi-structured interviews were conducted with 17 full-time teacher educators from 11 content areas after 2 full implementations of the edTPA. Qualitative findings consisted of themes related to both positive and negative professional beliefs toward the edTPA as an assessment instrument, as well as positive professional beliefs resulting in curriculum and program revisions. Quantitative findings regarding faculty professional beliefs affecting candidate scores on the edTPA showed no significant association. The most significant finding of this study was that faculty had more positive than negative professional beliefs toward the edTPA implementation.