This study aims to investigate the relationship between reflective E-portfolio and metacognition skills from where it is possible to contribute to the exercise levels of reflective thinking through the E-portfolio ultimately leads to the development of metacognition skills. The study was applied on 29 Instructional Technology students at Tanta University. They create reflective E-portfolio in terms of integration between the stages of the design and production of E-portfolio and the levels of reflective thinking (description--feeling--evaluation--analysis--conclusion--action plan) simultaneously so that each step of steps to build E-portfolio would be synchronized with each level of the previous levels. After the completion of the work of open discussion sessions sequential students discussed in which the students accomplished Reflective E-portfolio design and levels of thinking file through the main axes of metacognition skills such as knowledge about knowledge and evaluation of the documented levels of reflective E-portfolio as well as knowledge management skills, good planning skills of thinking, was then applied metacognition skills scale (pre-post) of the discussions, came the result that there are clear differences in the students' grades for the benefit of the post-applied.