This qualitative study focuses on elementary teacher candidates (TCs) at two United States university-based teacher preparation programs and their experiences with edTPA, a teacher performance assessment increasing in implementation nationwide. TCs from two public universities, in a state where edTPA bears a high-stakes connection to teaching licensure, were participants. Their perspectives of program supports that contributed to edTPA completion are emphasized. Findings suggest that particular supports within coursework and the student teaching practicum contributed to TCs' feelings of success regarding edTPA completion, while certain gaps were hindrances. Implications are applicable to teacher education programs when considering structures that may or may not be necessary for supporting TCs with edTPA.