In this article, I consider how subjectivities are composed and assessed within the boundaries of a career-focused portfolio program. First, by examining how portfolio composition is taught in senior English courses, I identify the qualities of the subject position students are called to occupy. Next, I present discourse analyses of portfolio materials composed by two students of different class backgrounds. More specifically, I explore how these students draw upon and adapt different resources to promote themselves as different kinds of subjects-in-worlds. As these disparate performances are assessed according to their coherence with certain class values, I argue, the program rates certain lives more favorably than others. (Contains 3 notes.)