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Recently, teacher candidate performance assessments have been implemented across the nation for multiple purposes, including supporting teacher candidate learning, assessing teacher quality, informing programmatic improvement, and addressing state accountability needs. However, state policies surrounding these assessments risk limiting their potential to support candidate learning. In this article, we describe the local policy context that supported the development of a statewide performance assessment, the New Hampshire Teacher Candidate Assessment of Performance (NH TCAP). We present a mixed methods study that analyzed teacher candidates'/graduates' perspectives on what the NH TCAP measures and its value as a tool for learning. Findings suggest that those who view the NH TCAP as a tool for learning also view it as a useful measure of their teaching practice but that other key characteristics of effective teachers and teaching are not assessed on the performance assessment. We raise questions about the possibilities and limits of teacher candidate performance assessments and offer implications for their use as tools for learning., Introduction Federal and state policies demand a growing list of accountability measures of educator preparation programs (Cochran-Smith, 2001). As part of these initiatives, policy makers, accrediting bodies, and teacher educators [...]