This article is based on the perceptions of California State University administrators and provides a comparative study of the challenges and benefits resulting from the implementation of the teaching performance assessment requirement of SB 2042 standards 19-21 on the California State University (CSU) campuses. With 23 campuses and almost 450,000 students, the CSU system is the largest and most diverse university system in the country, and it produces 55% of California's teacher education graduates each year. The deans and associate deans of education from 22 CSU campuses across the state meet quarterly to conduct system-wide business, collaborate on important initiatives, and forge a strategic direction for colleges and schools of education throughout the system. In fall 2008, the task force met via conference calls to develop and refine items for a twenty-two-question survey. The survey was sent to deans of education at the 22 campuses with teacher preparation programs. CalStateTEACH, a CSU statewide, fully online preparation program for elementary school teachers was not included in this survey. The campuses had two weeks to complete the survey and return it for comparison. The task force requested that individuals most knowledgeable about the TPA on each campus should write the responses. For purposes of this discussion, the clusters of responses are organized into two categories: challenges and benefits. Because of the concerns about the lack of earmarked state funding support for implementation of the teaching performance assessment, challenges refer to any aspects of implementation that are associated with costs. Benefits refer to those results of the assessment implementation that relate to the positive effects of authentic, context-based teaching performance assessments. (Contains 5 tables.)