The purpose of this meta-analysis was to investigate the effects of consequential use on edTPA performance across content areas. The present meta-analysis was guided by the Diffusion of Innovation Theory (DOI). The study examined 127 mean difference effect sizes extracted from the 2014 to 2020 edTPA administrative report. The researchers examined the moderator effects of grade level and content specialization on mean difference effect sizes. The overall mean difference effect size was 0.22 standard deviations based on a random-effects model. Notable heterogeneity was observed based on a statistically significant Q statistic and I[superscript 2] of 99.96. The moderator analysis indicated that the content type and grade level were statistically significant moderators of the effects of consequential use of edTPA. Implications and recommendations for research and praxis in teacher education are provided.