Several researchers define e-portfolios as a digital collection of students' work accomplished throughout their time of studies in an academic program (Buzzetto-More, 2006; Love, McKean and Gathercoal, 2004; Paulson, Paulson, & Meyer, 1991; Siemens, 2004). E-portfolios can be a rich resource for students and faculty. Students learn to identify and reflect on their learning experiences and show accomplishment of learning outcomes. Faculty members provide students with feedback and guidance to help them accomplish these learning outcomes. In this study student e-portfolios consist mainly of a collection of project-based activities that provide students with opportunities to demonstrate mastery of skills and abilities. The College of Technological Innovation (CTI) has been evaluating student e-portfolios using an E-portfolio Assessment Management System (EAMS). The EAMS was developed by the University to provide students with an electronic environment to submit, get feedback, reflect and save key learning experiences. The rationale of the EAMS is to allow students to gather, store and present important projects. The students' e-portfolios are also used to demonstrate growth toward achieving specific learning outcomes to measure what students have learned and are able to do when they complete their degree program. Students start using the EAMS in semester three of their degree programs and begin the development of a working e-portfolio by archiving all major projects, their instructors' feedback as well as their reflections. In this study, we surveyed students from the College of Technological Innovation to learn about their perception and attitude towards using e-portfolios to showcase key learning activities and to foster learning. Three major research questions guided this study: (a) Can e-portfolios facilitate student learning? (b) Can e-portfolios help students better manage their learning outcomes? and (c) Can e-portfolios help students become independent learners? A total of 165 students from the CTI College were randomly selected to take the questionnaire and 132 students (80 percent) agreed to participate and returned filled out questionnaires. The survey was distributed to students taking eight courses at the sophomore and junior year levels. Study results show that overall; students have a positive attitude and opinion towards having to use the EAMS to store their work and to document the achievement of specific learning outcomes. Students feel that they improved their learning experiences through the use of reflection. They also believe that using their e-portfolios allows them to better manage their learning. However, students did not think that they have become more interested in their courses or their degree program as a result of using their e-portfolios. The study also found that about half the students actually enjoyed having to develop and maintain their e-portfolios to show achievement of various learning goals. Finally, as the system encourages the establishment of clear learning goals and expectations, students are taking responsibility to demonstrate that they are achieving their learning goals and faculty are helping students achieve these goals while tracking their progress towards achieving their learning outcomes.