The educative Teacher Performance Assessment (edTPA) is a performance-based assessment designed for beginning teachers to demonstrate their readiness to teach (SCALE, 2014). As more states come to adopt this assessment, many facets of its implementation need to be reviewed. One component is the role of the cooperating teacher in the implementation of the edTPA. Since the assessment is completed during the culminating clinical experience for teacher candidates, it seems logical to assume that the cooperating teachers who host student teachers during this field experience are "stakeholders" in the edTPA. Cooperating teachers are also members of the teaching profession and may feel that they have a stake in determining who is ready to enter their profession. The purpose of this study was to examine the role of cooperating teachers as stakeholders in the edTPA, to determine their beliefs about the edTPA, to discuss ways to support cooperating teachers with the edTPA, and to examine how the edTPA has influenced the student teaching experience from the cooperating teachers' perspectives. The researchers also sought advice from cooperating teachers about how best to structure the student teaching experience given the addition of the edTPA.