The main objectives of this study were to combine professional development plans and portfolios for use in undergraduate teacher education courses and to assess the effectiveness of this practice in two independent but related efforts. Participants in this study included 70 preservice teachers who were enrolled in either a 300 level early childhood education course or a 200 level teaching strategies course. Results suggest that professional development plans and portfolios can be combined successfully and utilized effectively in teacher preparation--at least in the particular contexts of this study. The majority of the portfolios which students developed to document achievement of their self-selected goals included relevant supporting materials, accurate assessments of their work, and clearly articulated reflections regarding their progress and growth. Student comments revealed that they found the experience of developing professional development plans and completing portfolios beneficial. In addition, the instructors observed that the combination of these two concepts provided teacher education students with a point of focus for their professional development, as well as with a method for documenting achievement in the areas designated by their goals. (Author)