This paper reports the findings of a project that investigated uses of electronic portfolios (ePortfolios) in the creative and performing arts at four Australian universities and raises four significant areas for discussion: engaging technologies as an ongoing requirement of planning, delivery and evaluation of teaching and learning in higher education; ePortfolios and their implications for curriculum planning; the influence of ePortfolios on learning, self-awareness and reflection; and differences in ePortfolio expectations and uses between the varying specializations of music study in higher education. Identifying marked differences between the four higher education institutions in this project and their applications of ePortfolio work, our discussion supports the hypothesis that ePortfolios cannot be applied generically across the arts; rather the ePortfolio requires qualification in expectations, roles, applications and theorisations. The paper makes recommendations for higher arts educators and highlights some of the strategies that heighten the development of professional practice and related learning.