Academic faculty in a two-year post-baccalaureate teacher education program at a small research university in British Columbia explored the extended use of e-Portfolios into final practicum over a three-year period. The education technology course offered in Term Three asked teacher candidates to create and design an e-Portfolio as part of the coursework. In this program evaluation, the author investigated the continued use of e-Portfolios into Term Four during final practicum. Faculty in this teacher education program sought ways to improve the program, particularly the practicum experience for teacher candidates. Extending the use of e-Portfolios into Term Four was one of three initiatives that were adopted. The e-Portfolio served as a digital platform for teacher candidates to archive, reflect, and sense-make; it also functioned as a means to develop their professional identities and understanding of the professional standards. The final practicum concluded with a Celebration of Learning and the capstone presentations referenced e-Portfolios. This paper focuses on how e-Portfolios were introduced and implemented with six cohorts, what was observed by the faculty member, and what was learned from the implementation to inform the future use of e-Portfolios in the program and program redesign. The extended use of e-Portfolios during the final practicum was found to be a viable initiative and revealed professional qualities of teacher candidates that may not have been visible otherwise.