This article depicts challenges for students and teachers involved in developing a reflective portfolio to promote autonomous learning in Taiwan. One hundred and one students in a Taiwan university completed their individual portfolio projects. A pre-course questionnaire, post-course self-evaluation, and the instructor's field notes were the data collection tools. The pre-course questionnaire results showed the students had neither experience of compiling portfolios nor knowledge of autonomous learning. The teacher could not let all decision-making power go to such inexperienced students. Instead, the teacher's role needed to alternate between decision-maker, facilitator and resource person to help the students learn to be autonomous. The students' major tasks were to manage their time and learning, and develop the critical thinking skills considered inadequately taught in Asia. The portfolio enabled the students to engage in multi-domain learning and to practise autonomous learning. The students' awareness of autonomous learning was thus enhanced. Pedagogical suggestions are made for improving the effectiveness of portfolios for promoting autonomous learning. (Contains 1 figure and 2 tables.)