Teaching portfolios have become commonplace in many teacher preparation programme as a means to measure teacher candidates’ readiness to teach. Borrowed from other professions such as art, photography, fashion, advertising, and architecture, portfolios historically have comprised ‘best practice’ samples of professional work organized into various storage vessels including folders, containers, and attaché cases (Bird, 1990). The teaching portfolio, while building upon such previous uses, expands the boundaries of the best practice focus when incorporated as a tool with which to capture the complexity of learning to teach. While much of the research literature focuses on the more traditional paper and pencil format of teaching portfolios, the increased integration of technology into the teacher preparation curriculum has influenced the rise of the electronic portfolio format (Barrett, 1998). Electronic portfolios, or e-portfolios as they are commonly labelled, are similar in many respects to paper and pencil format portfolios in that the contents are similar (e.g. lesson plans, student work samples, assessment tools), they are aligned with a purpose (e.g. growth and development, standards driven, certification), and the artefacts included in the portfolio represent a variety of experiences over time (e.g. fieldwork, coursework, workshops). However, characteristics specific to e-portfolios are many and are important to address when considering their implementation with pre-service teachers.