Engineering educators and employers value and prioritize communication skills, but developing and assessing such skills in engineering programs is challenging. Reflective ePortfolios provide opportunities to enhance communication skills. The purpose of this three-­year qualitative case study was to investigate the use of reflective ePortfolios in an undergraduate chemical engineering technical communication course. Chemical engineering students created reflective ePortfolios, perceived enhanced learning, and connected their learning to job knowledge and skills, future employability, and professional identity.