Over the past four years, the Technology Proficiency Self-Assessment (TPSA) created by Ropp (n.d.) and the Student Information Survey designed by Shoffner (2007a) were used to monitor the technology integration competence of pre-service teachers in a technology integration course at Georgia State University. The data collected and class observations indicated that the pre-service teachers had low technology proficiency and limited understanding of the theoretical framework behind technology integration. These limitations presented a challenge to pre-service teachers when they were trying to complete their electronic portfolios in the technology integration course (Wang, 2005). To meet this challenge and to maximize learning during portfolio construction, the pre-service teachers were encouraged to construct their electronic portfolios collaboratively. This paper reports on the findings of a study conducted to evaluate the effects of student collaboration on electronic portfolio construction. This study tried to answer two research questions: "What are the effects of student collaboration in electronic portfolio construction?" and "Since portfolio construction is usually an individual process, is it appropriate to have students construct their portfolios through collaboration?" The answers to these two questions are positive and encouraging. The assessment results indicated that collaboration in electronic portfolio construction in this technology integration course produced better electronic portfolios, created positive learning experiences, and generated a positive impact on students' technology proficiency. The study results echoed findings from other studies where collaboration as a learning strategy was effective in promoting student learning and performance and where collaboration offered more advantages than working individually due to positive interdependence, individual accountability, promotive interaction, and access to a combination of complementary expertise. (Contains 8 tables and 1 figure.)