Research has consistently demonstrated the benefits of using ePortfolios in higher education and the Association of American Colleges and Universities (AAC&U) added ePortfolios to its High-Impact Practices list (Watson, Kuh, Rhodes, Light, & Chen, 2016). The majority of studies on college students' ePortfolio use have focused on implementation within a specific course or from a faculty perspective. Given the important benefit of ePortfolios for lifelong student learning, it is important to assess factors which impact intrinsic motivation from a student-centered perspective. This paper details a study of college students' motivation and confidence to use an ePortfolio system as part of a university-wide quality enhancement plan that included high-impact, experiential learning activities. This study also explored college students' personal values and their perceived advantages and disadvantages of ePortfolio use within the context of experiential learning and reflection. Data were analyzed from 339 student responses from a survey constructed based on motivational interviewing. Overall, students reported low levels of motivation and moderate levels of confidence to use ePortfolios. In addition, students who had participated in an experiential learning activity through the university's QEP reported higher confidence than those who had not. Factors identified as potentially impacting students' motivation and confidence to use ePortfolios are discussed in terms of how they can support strategies to implement ePortfolio and experiential learning programs in large, 4-year college institutions.