Higher education institutions concerned with authenticity and accountability have begun to take part in a movement towards implementing e-portfolios, also known as electronic and digital portfolios, to assess student-writing skills in various courses. As a result, writing instructors are increasingly being required to learn the technology of e-portfolios and gain proficiency in using them to teach and support their students. The purpose of this generic qualitative study was to understand how writing instructors perceive the use of e-portfolios in their courses as a tool for student assessment and learning. The study also sought to understand if instructors think their prior experience with creating their own e-portfolio through training and professional development has influenced their ability to facilitate and support students with creating e-portfolio for writing courses. The findings in this study indicated a positive perception by writing instructors regarding the use of e-portfolios in their writing courses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]