The usefulness of portfolios for professional development and reflection was studied in the disciplines of physical therapy and nursing. The student sample may not represent the larger population of professional students, but data are presented as useful in understanding more about the general phenomenon of use of portfolios in professional education. Subjects were 32 entry-level master's degree physical therapy students in a research course, 12 baccalaureate nursing students in a community health practicum, and 5 master's degree nursing students in a clinical teaching practicum. Portfolios were prepared by students and used in combination with student self-evaluations and instructor assessments. Data suggest that the use of portfolios promoted student reflection on professional development. Identified portfolio components and implementation benefits and barriers are relevant findings for educators wishing to facilitate reflection. One table lists some example guidelines for portfolio development. (SLD)