In response to state licensure standards, Ashland University, Ohio, revised its teacher education program. The faculty pondered how to build in ways that would ensure students were making connections between their courses and field experiences while simultaneously reflecting on their own growth. Portfolios appeared to be the solution. The department's academic standards committee explored the use of portfolios in undergraduate teacher programs and found that they were being used successfully in other teacher education programs. The group worked on a developmental (versus evaluation) model that would encourage reflection, collaboration, and self-evaluation. They determined that the portfolio would be developmental for the first 3 years, and the senior portfolio would draw solely upon senior experiences. The final draft incorporated both a developmental and evaluation portfolio. It paralleled the Pathwise domains and the department's tenets. The first level of the portfolio is general and reflective. The second level is specific to a program. The third level focuses on area of concentration and in the fourth level a student writes a section on his or her philosophy on education along with a personal reflection about themselves and as a future teacher. The program was flexible enough to allow department programs to adapt the structure, implementation, and assessment to their own needs. (SM)