In this article Vicki Lind reports the findings of a case study investigation of the use of electronic portfolios in a music education program. The project focused specifically on the use of electronic portfolios as a tool to document the work of preservice teachers as they prepared for the teaching profession. Two research questions framed this investigation: 1) What facets of the electronic portfolio process best facilitate student learning in a preservice music education program? and 2) What components unique to e-portfolios best document the scholarship, skills, and professional experience of preservice teachers? Student interviews, instructor observations, class assignments, and portfolio content analysis revealed that music education students drew upon a variety of media to document their learning and proficiencies. Moreover, Lind's research demonstrates that working with e-portfolios over an extended period of time resulted in students making vital connections between academic content, teaching strategies, and state standards for music instruction. She found her students were apt to reflect on their teaching continually and, in turn, to revise and refine their e-portfolios to illustrate their evolving teaching beliefs. Lind's investigation also suggests that the incorporation of digital video and audio clips was particularly meaningful as a tool for documenting musicianship and teaching competency. (Contains 9 exhibits.)