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A study focused on three graduate students (within a class of six) as they encountered the portfolio process for the first time as learners. Each was asked to complete a learning portfolio as a self-evaluation component for a 14-week graduate reading course. The students determined their goals based on self-assessment, documented their progress based on evidence they selected, and determined their final grade based in standards they co-constructed ane evidence they presented. The portfolio component accounted for 70 % of their grade. Data included pre/post responses to survey questions regarding self-evaluation, portfolios and rubrics, comments recorded during class discussions and individual conferences, field notes, and items shared by students in class and in their portfolios. Analysis of the portfolios indicated that all three subjects were capable of assessing their knowledge, practice, and habits. They wer