This essay examines the impact of WAC/WID methodology and technology in an Education Capstone Course for Childhood Education majors at LaGuardia Community College/CUNY. Written discourse and ePortfolio development of students enrolled in the writing-intensive capstone course is examined within the framework of Veronica Boix Mansilla's (2004) work on assessment of student interdisciplinary learning in learning communities under the auspices of the Harvard Interdisciplinary Studies Project. Boix Mansilla's (2004) criteria for assessing disciplinary grounding and interdisciplinary understanding in learning communities forms the basis of an examination of interdisciplinary understanding of students enrolled in a thirteen-week education capstone course prior to graduation and transfer to the four-year college. The use of Blackboard eLearning course management technology to share documents and lectures, and ePortfolio technology bolstered deeper levels of reflection essential to disciplinary grounding and interdisciplinary understanding. Students' written Reading Reflection and Linking Knowledge to Practice papers demonstrate their disciplinary grounding in education and linguistic principles and their interdisciplinary understanding. A digital portfolio format firmly establishes students' integrative learning and clearly illustrates their deeply personal and academic connections to the teaching profession and display of an emerging teacher identity. Student ePortfolios additionally illustrate the struggle to provide an academic and/or professionally focused ePortfolio in the face of limitations imposed by use of available general-purpose ePortfolio templates. Close examination of students' written discourse and student learning in this multimedia WID environment reveals ways in which technology reinforced and enhanced students' deeper reflection as evidenced in their visual and textual links to education and linguistic pedagogies.