Learning spaces are constantly being redesigned to provide students with engaging and effective learning experiences. ePortfolios enable a strong connection between independent learning and continuous teacher scaffolding and feedback. Research shows ePortfolios can facilitate deeper integrative learning, equipping students to start their careers. While these are among the main goals of teaching political science, very little research has been done on the use of ePortfolios in this discipline. By analyzing the role of the ePortfolio in a political science course, from both the teacher's and the students' perspectives, this article aims to bridge that gap and examine whether ePortfolios contribute to the emergence of a hybrid learning space, at the intersection of online and offline, individual and collective. Data gathered through various qualitative research methods confirms to a large extent the initial expectations regarding the value of this tool in studying political science. Nevertheless, while ePortfolios have the potential to transform the educational experience, our research highlights the crucial role of the teacher and the importance of learning design in creating a stimulating learning experience with the help of technology. Based on our findings, we develop an instructional model for using ePortfolios in political science in conjunction with other assessment methods.