edTPA is a performance-based assessment used in teacher licensure programs across the country as evidence of a candidate's readiness to teach. Although multiple studies have indicated it to be a challenging assessment and have offered multiple recommendations for candidate support, few have examined the impact of specific means of support. In this mixed-method study, the authors used surveys, interviews, classroom observations, and edTPA performance data to investigate the impact of content-specific edTPA support seminars on the preparation and performance of world language and English as a second language teacher candidates. The study provided evidence that content-specific support seminars can provide opportunities for more tailored support, instructors who are more familiar with content standards and resources, and more consistent messaging than non--content-specific seminars. Results also indicated that clustering candidates in content-specific seminars can lead to stronger performance outcomes than seminars involving teacher candidates from a variety of different content areas. Implications for teacher preparation programs are discussed.