The edTPA, a national performance assessment for teacher candidates, has seen rapid adoption across the country since its development in 2009. Against the national backdrop of high stakes testing and accountability, the edTPA was developed to be an indicator of teachers' readiness to teach. The varying perspectives and responses to edTPA in Illinois range from resistance and advocacy, to thoughtful reflection and programmatic changes to best prepare teacher candidates for success. In this paper we explore how Illinois institutions have responded to the adoption of edTPA as a high stakes assessment consequential for teacher licensure. Using a "politics of policy" (Cochran-Smith, Piazza, & Power, 2013) framework, this research aims to examine these divergent responses across the state.