This study explored preservice teachers' perceptions of an electronic portfolio intended to develop their reflective skills and to serve as a basis for initial teacher certification. Eight preservice teachers in a teacher education program participated in a semi-structured interview. Most participants thought that the portfolio served as a record keeping mechanism and helped them develop their reflective skills to some extent. At the same time, they thought more work was needed to make the portfolio reflection more meaningful. The participants did not think the portfolio provided sufficient evidence of their teaching competencies. (Contains 2 tables.)