In this study, elementary teacher candidates were asked to identify the personal criteria employed in selecting lesson plans for placement in their social studies e-portfolios. Because the criteria developed by the candidates always included references to students' engagement with the lesson, it was recommended that e-portfolios should contain lesson plans that have been taught; reflecting teacher candidates' desired outcomes and rationale for selecting guided inquiry lesson plans implemented in their clinical placements. Since the process of constructing a social studies e-portfolio involves decision making and reflection, it also serves as an expression of one's teaching values. Building on these findings, the study reported here began with the question, "What teaching values are demonstrated by the choices elementary teacher candidates make when they select and include social studies lesson plans in electronic portfolios?" In addition, two other research questions were considered, "What, if any, changes are made to lesson plans when they are placed in an e-portfolio?" and "Is there any difference in the teaching values demonstrated when comparing the social studies lesson plans included in electronic and paper portfolios?" (Contains 34 notes.)