A mixed-methods study was used to investigate edTPA performance differences between teacher candidates majoring in different content areas (K-12 art, music, and physical education; and 6-12 English, history, math, and science) and differences in their teacher preparation for the purpose of reflecting and improving. There were no statistically significant differences in edTPA score means (total, planning, instruction, and assessment) between 241 former candidates by content area. According to the required edTPA passing scores set by the state and university in this study, the number of candidates who passed edTPA out of the total number of candidates in each content area was reported. To further explore these findings, interviews with university subject matter experts (SMEs) were conducted and revealed program differences between content area majors--specialized coursework, field experiences, and edTPA practice activities. In light of these findings, potential implications for teacher preparation programs are discussed.