A capstone electronic portfolio, usually focused on summative assessment, was altered for preservice social studies teachers to include video-based formative e-portfolio assessment. Using a case-study design with three participants, we found that use of video artifacts facilitated reflection, supported inquiry into classroom success and failure, and influenced self-improvement plans. Additionally, the systematic examination of e-portfolio artifacts provided different points of view into classroom practices and influenced preservice teachers' perceptions of success. Yet, participants indicated that practicing teachers did not maintain portfolios, raising questions about the continued use of e-portfolios beyond graduation. (Contains 3 figures.)