This descriptive correlational study examined the predictive relationships between ACT composite scores, high school GPA, ACT testing attempts, and gender with teacher candidate's overall performance on the edTPA and each of the three edTPA instructional tasks (Task 1, Task 2, and Task 3). The edTPA is a portfolio-based subject-specific teaching performance assessment developed by Stanford's Center for Assessment, Learning, and Equity (SCALE) and purports to measure Planning, Instruction, and Assessment. It is important to investigate the extent to which relationships may exist across these variables. State educational policymakers and edTPA providers may benefit from understanding factors that predict success on the edTPA. Using secondary data collected from three cohorts of teacher candidates' portfolios at a Tennessee College, four multiple regressions analysis were run. The findings from this study may have potential implications on licensure requirements for teacher candidates. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]