The purpose of this qualitative study was to explore the experiences of selected teacher education faculty members engaged in electronic portfolio development. The research questions driving this study were (a) What are the faculty members experiencing as they adopt eFolios? (b) How do these professors understand and make sense of the role eFolios play in teacher education? A phenomenological case study research design framed and guided the study. Six overlapping themes emerged from this study. Interpretation of the teacher's voices revealed assertions that attempt to make sense of their collective experience. Implications of these five assertions are discussed.