This systematic review of literature presents empirical research published between 2003-2013 examining the use of E-portfolios within music teacher education programs located in the United States. International E-portfolio research in music teacher education offers a backdrop and a thematic influence throughout this review. The central research question was designed to generate data regarding empirical studies centered on the use of E-portfolios within United States music teacher education programs. Topics include a discussion and synthesis of E-portfolios as three types of models: a learning model, a credential model, and an employment model. Reported challenges of using E-portfolios in United States music teacher education programs include: (a) technological frustration; (b) portfolio content; and (c) social interactions during portfolio construction. Despite these challenges, the benefits of using E-portfolios from other disciplinary models include potential outcome alignment with INTASC standards for teacher education. The review concludes with directions for further study and suggestions to implement a peer learning environment for E-portfolio construction.