Neoliberal policies such as the Fisher Credential, Ryan Act, Senate Bill 2042, and federally No Child Left Behind (NCLB), and Race to the Top, have influenced and brought substantial change to the landscape of education. These policies are also impacting prospective teachers within teacher preparation programs (TPP) in higher education. Hyper-regulation in teacher education comes in the form of added courses and additional assessments such as the Teacher Performance Assessment (TPA), which serves as a barrier to prospective educators. Through the lens of Chicana Feminism, neoliberalism, and critical constructivism, this narrative case study analyzed two Latinx educators' counternarratives and the resulting impact from receiving a non-passing score on a California Teacher Performance Assessment (CalTPA). Findings suggest Latinx candidates experience substantial feelings of stress, overwhelmedness, powerlessness, and self-doubt as a result of receiving a non-passing CalTPA score. This score also led them to begin to view the TPA as performative, and question the validity of their TPP due to contradictions between statements made by TPP faculty and mentor teachers in support of their teaching, when compared to the negative TPA feedback. Relationships that Latinx participants had with faculty, and staff of the TPP were essential, as this was directly related to their ability to pass the CalTPA. Their relationships with family members provided Latinx participants with support to persevere after they received a non-passing CalTPA score. [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.]