Student-created self-portraits expand the possibilities for understanding how students' complex identities, relationships, and epistemologies shape their self-authoring potential. An illustrative student self-portrait demonstrates how this method reveals the nuances of development. "I like writing, but I can't express myself the same way [as] with pictures, because it just...says so much more than I could even explain. Like it's so much more intense (Vivian)." Understanding the complexity of students' meaning making is essential for educators to foster students' growth toward collegiate learning outcomes. This article describes this new approach in the self-authorship literature, shares details of the method, and highlights an example portrait and the developmental insights that can be gained from it.