This presentation describes the use of portfolio assessment in a teacher education course "Teaching Reading in the Content Areas," which is required for secondary certification. Portfolio assessment provides students with opportunities to determine which skills are most congruent with their respective areas. The main body of this paper describes a teacher educator's experiences with portfolio assessment in each of four semesters. Data sources included the teacher educator's reflective journal, student journals, notes and observations made during class discussions and activities, notes from portfolio exit conferences, discussions with colleagues, sample portfolios, and course materials related to portfolio development. Lessons were learned and refinements made in each of the four semesters. Among the items found to be helpful for a teacher initiating portfolio assessment were: clearly identify purpose(s); involve students in the process; schedule work-in-progress and information sessions; provide written descriptions, explanations, and expectations; display exemplar portfolios; link process/product to overall program goals; conduct exit conferences; systematically monitor impact on student learning and modify accordingly; and, if possible, work with a colleague to initiate or refine use of portfolio assessment. Appendixes provide: samples of a formative assessment (midterm portfolio); a final portfolio; assessment criteria; a portfolio scoring rubric; discussion of portfolios as progress and product: a construction metaphor; and portfolio summary data including categories of evidence such as growth and development, and change in perspective or belief. (Contains 21 references.) (LL)